I � I

The Indiana Journal For Health • Physical Education

Recreation • Dance Volume 21, Number 2

IAHPERD

Pl

FOR

Spring, 1992

- Inside This Issue -

*Drug Abuse PreventionCurricula

*Preservice Teacher TraineeTeaching

*Training Teachers * Preservice InstructionalDevelopment

OD

Elizabeth Mercer - 8th Grade - School #59 - Marion

Indiana AHPERD Journal Volume 21, Number 2 Spring, 1992

Indiana Association for Health, Physical Education, Recreation and Dance

Indiana AHPERD 1991-92 BOARD OF DIRECTORS

ELECTED OFFICERS President• ..... ..... Tom Sawyer

President-Elect• ......................... Pat Zezula

Past President• ........... . . ....... Dolores Wilson Secretary• ..... . . ............... Karen Hatch

ELECTED DIRECTORS Division Vice-Presidents

Health and Safety . . . . . . . ........... Kathy Dean

Physical Education ................ Doreen St. Clair

Recreation ........................ Jerome Stieger

Dance ........................ Carol Cunningham

General . . . · . . . . . . . . . . . .. . . . . . . . . . . . Janelle Davis

Sports and Athletics ............... Kelly Leatherman

Division Vice-President Elects

Health and Safety ............... Sharon Seidenberg

Physical Education ................. William Ruppel

Recreation . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . .Dance ......................... Denay Trykowski

General . . . . . . . . . . . . . . . . • . . . . . . . . . . . Jeff Potteiger

Sports and Athletics ................ Mark Hageman

APPOINTED DIRECTORS Distrid Coordinator ............................. .

Executive Diredor• ..................... Nick Kellum

Journal/Newsletter Editor ................. Tom Sawyer

Jump Rope for Heart Coordinator ........... Jim Zeiger

Student Action Council (SAO ........... Melissa Wiley

PEPI Coordinator ......................... Peg Kiser

SAC Faculty Representative ............... Ed Schilling

State Department of Education ....... Barb Ettl, ex officio

State Department of Health ...... Kelly Nebel, ex officio

•Executive Committee

TABLE OF CONTENTS

Message from the President ....... ... .... . ... ......... .. . .. .. . . 1 Minutes Position Statement ... . . .. ....... ... ..... . .. ..... . ..... . 2

N OTIONS from the Editor . . .. .. ...... ... ..... ........ . . . ..... . 4 State of the Profession .. . . .... . .... ..... . . ...... . .... .. . ...... 7 News from NASPE ... . . .. .. ..... .. ..... . ... .. ....... .... ... .. 8 News about . . . Adapted Physical Education . ........ . . ...... ... . ... 9 Students Speak Out . ....... . .. .. ..... .. . ......... ..... .. . ... 1 0 A Snapshot of Drug Abuse Prevention Curricula

in Indiana Public Schools . ... . .. . . .. .... . . ... ...... ..... . 1 2 Aquatic Council Instruction and Credential ing

Program Launched . . . . ... ..... . . .. ...... .......... .. ... 1 5 Florida's Elementary School Fitness Breaks:

Why Not Ind iana's? ..... . ........... ........ ......... . . 1 8 Defin ition of the Physical ly Educated Person . . . . . .. ... .. . .. ....... 20 Elementary Corner ... . . ... .... . . . . ......... .. .. ...... ...... . 22 Legal Issues .. . .. ...... . . ... ..... . . ... . . ....... ....... ...... 24 Book Review . .... ....... . . .. ..... . ... .... . .... .. ....... . .. . 27

Recipe for Writing an Article ....... . . .... .. . .. ....... . ... .. . . . 28 Fitness for the Mostest . ..... . . .. ... ..... ....... . . ... ... . ..... 29 G raduate Dual Preparation Programs in Business

and Sport Management . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . 30 J RFH Express ..... .... ............ ... . .. ......... ....... .... 33 An Analysis of Preservice Teacher Trainee Teaching

Concerns Across Time .. . . ... ...... . . ....... . .. .. . . ... .. 34 Train ing Teachers - A Cooperative Effort ...... . .. ... .. : . . . . . . . . . 36 A Framework for Preservice Instructional Development . ... . ... .. .... 40 Sample News Release ...... . . . . .. .... . . . ..... . . . .. .... . . . .. .. 44

Views and opinions expressed in the articles herein are those of the authors and not necessarily those of the IAHPERD. Non-profit organizations or individuals may quote from or reproduce the material herein for non-commercial purposes provided full

credit acknowledgements are given. The Journal is published three times a year (Fall, Winter, Spring) by the Indiana Association for Health, Physical Education, Recreation

and Dance. Third class postage paid at Indianapolis, Indiana. The Indiana Association for Health, Physical Education, Recreation and Dance is a professional organization serving education in these

four and related fields at the elementary, secondary, college, and community levels. Membership in IAHPERD is open to any person interested in the educational fields listed above. Professional members pay annual dues of $20.0 0. Students pay $10.0 0. Make checks payable to IAHPERD Treasurer, do IUPUI, School of Physical Education, Indianapolis, Indiana 46223.

Although advertising is screened, acceptance of an advertisement does not necessarily imply IAHPERD endorsement of the products, services, or of the views expressed.

CHANGE OF ADDRESS In order to receive the IAHPERD Journal, your change of address must be mailed to P. Nicholas Kellum, 901 West New York Street,

Indianapolis, Indiana 46223. A change of address sent to the Post Office is not adequate since Journals are not forwarded. When individuals fail to send changes of address, a duplicate copy of the Journal cannot be mailed unless the request includes funds

in the amount of $5.0 0 to cover postage.

Printing by Jewett Printing, Inc. Typesetting by Advanced Keystrokes.

/ Message from the President . • •

Thomas "Tom" H. Sawyer, Ed.D. Professor of Physical Education Indiana State University Terre Haute, IN 47809 (812) 232-2442 (Office) (812) 894-2113 (Home)

Quality Through Professionalism ...

The last three months have been very interesting and at times very frustrating. Since the Spring edition of the Newsletter much has happened relating to the "MINUTES ISSUE." I last reported to you that "public hearings" would be held during the month of April. No sooner had I gotten this down on paper and into the mail, the State Board of Education decided this would not be the case. But instead the Board decided to: (a) survey al I superintendents to ascertain what the status is of specialty programs within their school corporations (including, but not limited to, number of certified specialized teachers, extent of the programs, facility requirements, etc.), and how many programs would be phased out if the minute requirements were changed to recommendations; and (b) request each professional organization representing teachers to submit a position statement relatirig to the "minutes issue" (including, but not limited to, the organization's feeling about required minutes and curriculum in general, and what alter­natives may be employed to make the curriculum more flexible and yet protect the specialty areas). The latter statement was due in Indianapolis on March 24, 1992(see next pages 2 and 3 for a copy of the position state­ment submitted). If you are not pleased about the state­ment you can blame me, and only me! I look forward to your comments both positive and negative.

Indiana AHPERD journal

On April 1, 1992 (an appropriate day, don't you think?) I and other organization presidents were sum­moned to Indianapolis to a State Board of Education meeting to answer questions relating to our statements. We were not allowed to speak to the Board unless spoken to by a Board member. It was an interesting forum to say the least. A number of the Board members were impressed by our position statement and the alter­native presented.

The next step in this long process is "public meetings" to be held this month. Once I (we) know the dates and locations of these meetings, you will be informed. We need your support (if only merely your presence) at these meetings. Further, I would encourage you to write to the Governor and Board members using the information provided in the recent Newslet­ter. I would like a copy of your letter for our records.

Thank you for your continued support! I am confi­dent we will prevail and come away stronger from this current crisis.

See You At The State Board's PUBLIC HEARINGS!

Spring 1 992 1

Indiana Association for Health, Physical Education,

Recreation and Dance

Minutes Position Statement

The Indiana Association for Health, Physical Education, Recreation and Dance is concerned about

the modification of Curriculum Rule 511 IAC 6-1-2, 3, and 5. We are not opposed to the elimina­

tion of artificial time allocations because we firmly believe that it is wiser to define knowledge (or

competencies or outcome measures) and skills that students should acquire, and then allow local

communities-teachers, administrators, board members, parents, students, and employers-to deter­

mine the structure of the day. Yet, we are concerned as to how that signal may be interpreted by

school corporations, namely school administrators and board members. Particularly those school

corporations that are financially strapped during these troubled economic times we are experiencing.

If the minutes are eliminated as a requirement from the Curriculum Rule without appropriate

safeguards for the special areas such as art, home economics, industrial arts, music and physical

education, these areas will eventually through attrition, or in some cases immediately, be eliminated

from the school curriculum. We do not think the proposers of the new proposed Curriculum Rule

(511 IAC 6-1-2, 3 and 5) meant for this to happen; Yet, in the real world elimination of minute

requirements will equal elimination of needed programs for students.

We suggest that there is another way to accomplish the legitimate goal-an integrated curriculum with flexibility aimed toward local control. Through this proposal a well-rounded curriculum can be guaranteed for students and not jeopardize any aspects of the current curriculum. Further it will

make all areas accountable for learner outcomes, including the specialty areas.

Spring 1 992

We propose the following . . .

*

*

*

Before eliminating the minute requirements allow each specialty area appropriate time to develop and/or revise proficiency guidelines with definable outcomes (suggested timeline-July 1993);

Allow each specialty area appropriate time to develop and/or revise accountability

measures to assess progress toward the desired outcomes of the proficiencies (suggested timeline-July 1994);

Develop a review strategy for each specialty area to account for its accomplishments

and challenges to the State Board of Education on a regular basis (suggested timeline­

July 1994);

PLAN TO ATTEN D THE "PUBLIC HEARINGS" IN YOUR AREA

2 Indiana AHPERD Journal

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I,

/ *

*

After points 1-3 are approved and incorporated into the Curriculum Rule (511 IAC 6-1),

then approve the modified rule change making the minutes recommendations rather than requirements (suggested timeline-July 1994); and

Establish a "curriculum advisory committee" to the State Board of Education which

would include representation from all professional teachers' associations within the

state. This committee would meet regularly to review curricular matters and advise the

Board of needed modifications in curriculum rules. It would only be fair to also

include administration and local school board representation (suggested timeline­

July 1993).

The above proposal has been designed so that the artificial minute requirements can be eliminated, but yet allow the well-rounded curriculum to survive intact. It also paces the burden of accountability squarely on each curriculum area and includes a regular review process for each area. Further the proposal includes a provision providing a vehicle and opportunity for professional

teacher organizations, who represent the grass root teacher within the schools of Indiana, to become

involved directly (proactive status), rather than indirectly (reactive status), in curriculum modifica­

tion. This final recommendation would go a long way in eliminating confrontational situations that

are evident with this current issue, and would open the door to greater levels of communication and trust among all parties.

We do not want to see children shortchanged of a well-rounded curriculum that is flexible and can meet the needs of our rapidly changing technological society. The artificial minute requirementsneed to be changed to recommend minimums BUT NOT BEFORE THE STATE BOARDESTABLISHES APPROPRIATE ACADEMIC SAFEGUARDS FOR THE SPECIAL TY AREASWITHIN THE OVERALL CURRICULUM. Without the safeguards the administrators and boards,

in their financial shortsightedness, will eliminate necessary programs and personnel to meet the

economic demands placed upon them in lean monetary times.

The future of our children is at stake. We (the Indiana AHPERD and the State Board of Educa­tion) need to work cooperatively to make sure they receive a complete education now, so that they have the information and the skills they need to live a healthy and productive life tomorrow. The

action you (The State Board of Education) take relating to the modification of Rule 511 is critical to the future of Indiana youth. We do not want to see them shortchanged. They need a broad-based curriculum in order to survive in the future. They will someday be determining our futures as we

have been determining theirs. Let us work together to help them now so they can appropriately and sagaciously help us in the future.

Thomas H. Sawyer, President, Indiana AHPERD

- CALL 812-237-2442 FOR DATES, TIMES & LOCATIONS

Indiana AHPERD Journal 3 Spring 1 992

NOTIONS from the Editor

(812) 237-2442 THOMAS "Tom" H. SAWYER, EDITOR Professor of Physical Education

Indiana State University

(812) 894-2113

Making the Case for Daily Physical Education

Children should have a complete education. Everyone agrees! But while schools concentrate on "solid" academic subjects, they all too often fail to require that children receive a broad-based education including specialty areas such as, but not limited to, art, music, physical education, and practical arts (home economics and industrial arts). The simple fact is-physical education and other areas have been overlooked or forgotten. Adequate funding to support quality programs has been missing. And today the evidence is clear ... we (yes, you and I and many others) are denying our children the complete education they need to be fit to achieve. All over Indiana physical educators must band together concerned parents, teachers, and policy-makers to make the case for quality physical education and develop the programs that will ensure that our children are not deprived of the clear-cut benefits of quality physical education, and that our children are fit to achieve.

Over the next few months I and many of your col­leagues will be developing a series of workshops de­signed to enable you to make the case for your qual­ity physical education program in your school and community at large. If you can sell your program and its benefits to the parents, fellow teachers in your building, and policy-makers, you will never have to worry about what the State Board of Education does. A strong local program with strong community support

Spring 1 992 4

will survive during the worst of times and flourish dur­ing the best. You have to become the "E.F. Hutton" of physical education in your community. So when you (E.F. Hutton) speak, people listen and respond.

These workshops will be held starting next spring(1993). They will last approximately six hours. Whenyou come away you should be able to prepare news articles, newspaper editorials, feature stories, develop text for a radio or TV public service announcement,

Indiana AHPERD Journal

/ and speeches for local civic clubs or parents' groups. Further, you will learn how to organize and implement a parent/student physical education evening for the PTA(O) or an open house for physical education. You will learn how to organize parent groups to seek sup­port for physical education from the policy-makers. And much more ...

HEALTHY PEOPLE 2000: NATIONAL HEALTH PROMOTION AND DISEASE PREVENTION OBJECTIVES

In September 1990 the United States Department of Health and Human Services developed "Healthy People 2000." One of the 21 priority areas is called Physical Activity and Fitness. This area is important for phsyical educators.

The Physical Activity and Fitness area has two objectives: (a) increase to at least 50% the proportion of children and adolescents in first through 12th grade who participate in daily school physical education (cur­rently only 36% participate); and (b) increase to at least 50% the proportion of school physical education class time that students spend being physically active, preferably engaged in lifetime physical activities (students currently spend 27% of class time being physically active).

It is our task to tell people (a) what are the benefits of vigorous physical activity through physical educa­tion; (b) what are the goals of physical education; and (d) what can parents, teachers, school administrators, school board members, and policy-makers do to ensure quality daily physical education.

WHAT ARE THE GOALS OF PHYSICAL EDUCATION?

Dr. Louis Sullivan, Secretary of Health and Human Services, said, "America's schools should have three basic goals for their physical education programs: (a) to produce physically fit youth; (b) to teach the rela­tionship between physical activity, physical fitness, and health; and (c) to promote the skills, knowledge, and attitude to help children lead active, healthy, and pro­ductive lives as adults."

The National Association for Sport and Physical Education (NASPE) says a physically educated person ...

* has learned skills necessary to perform a variety ofphysical activities;

* is physically fit;* does participate regularly in physical activity;* knows the implications of and the benefits from

involvement in physical activities; and

Indiana AHPERD Journal 5

* values physical activities and its contributions to ahealthful I ifestyle.

WHAT CAN YOU DO TO ENSURE QUALITY, DAILY PHYSICAL EDUCATION?

In 1987 Congress passed the National Physical Education Resolution. This was in response to concerns about children receiving inadequate time for physical education. In this landmark document, Congress urged state and local education officials to require every stu­dent from kindergarten to 12th grade to have a daily, high-quality physical education program.

Joining NASPE in supporting the Physical Educa­tion Resolution were the American Academy of· Pediatrics, American Heart Association, American Medical Association, National Association of Elemen­tary Principals, and National Education Association. But there is still much work to be done at your level-the grass roots.

The first thing we (you and I) can do is set a good example by being fit and active. Learn about the value of quality, daily physical education programs and how we can support local school programs. Express your sup­port to other parents, school officials, and school board members. Find out the state physical education re­quirements for the respective school levels (see the spring Newsletter). Attend the "How to Make the Case for Quality Physical Education " workshops next spring to learn how the physical education requirement can be expanded in your school and school corporation.

It's Up to You!

Fit to

Spring 1 992

OPPORTUN ITIES FOR SERVICE ON IAHPERD BOARD

The Nominating Comm ittee of the Indiana Association for Health, Physical Education, Recreation and Dance requests sug­gestions for nominations for Board of Di rector positions listed below. A slate of candidates will be developed, and the election of officers will take place at the October 1992 Indiana AHPERD Conference in Fort Wayne. Self-nominations are welcomed. Submit nominations by September 1, 1992 to:

Dr. Tom Sawyer, President/Indiana AHPERD Chairman, Nominating Comm ittee Department of Physical Education Indiana State University Terre Haute, IN 47809 (8 1 2) 237-2442

PRESIDENT-ELECT

Address ___________________ _

VICE PRESIDENT-ELECT/DANCE

_________

Address ___________________ _

_________

VICE PRESIDENT-ELECT/GENERAL DIVISION

Address ___________________ _

VICE PRESIDENT-ELECT/HEALTH & SAFETY

Name ___________ �Phone(

Address ___________________ _

________

VICE PRESIDENT-ELECT/PHYSICAL EDUCATION

Address ___________________ _

________

VICE PRESIDENT-ELECT/RECREATION

Address ___________________ _

________

VICE PRESIDENT-ELECT/SPORTS & ATHLETICS

Address ___________________ _

SECRETARY

________

Address ___________________ _

Spring 1 992 6 Indiana AHPERD Journal

Name ___________________________ Phone ( ) _________________

Address _______________________________________________________

Name ___________________________ Phone ( ) _________________

Address _______________________________________________________

Name ___________________________ Phone ( ) _________________

Address _______________________________________________________

Name ___________________________ Phone ( ) _________________

Address _______________________________________________________

Name ___________________________ Phone ( ) _________________

Address _______________________________________________________

Name ___________________________ Phone ( ) _________________

Address _______________________________________________________

Name ___________________________ Phone ( ) _________________

Address _______________________________________________________

Name ___________________________ Phone ( ) _________________

Address _______________________________________________________

/

t

State of the Profession • • •

Barbara A. Passmore, Ph.D. Associate Dean School of Health, Physical Education and Recreation Indiana State University Terre Haute, IN 47809 (812) 237-3113

Will Physical Education be Eliminated from Indiana Schools in Grades Kindergarten through Eighth?

This is a question being asked by the Indiana public as well as many school personnel. Title 511, a proposed curriculum change by the Indiana State Board of Educa­tion, would remove minimum time requirements (min­utes) for all subject areas in elementary and middle schools. With its approval, the curriculum focus would shift away from quantity measures (minutes) and move towards quality measures (proficiencies, learner out­comes, and measurement).

The State Board believes that this proposal will turn the focus on performance and school improvement and eliminate minutes as the curriculum control. They believe that local communities (teachers, administrators, board members, parents, students, and employers) should determine the structure of the day and that subject-matter groups at the state level should identify knowledges and skills that students should acquire. This proposed change is an attempt to give more autonomy to the school districts in hiring and scheduling, something schools have been requesting for a long time. The control of curriculum would shift from the clock to performance-based accountability. Because of the safeguards of Performance-Based Accreditation (PBA), the Board believes that Title 511 will not eliminate pro­grams or subject-matter and will guarantee that certified teachers will be retained to teach these programs.

However, subjects which are not currently state­wide accountable through testing could be adversely affected by this change. Unfortunately, our field like home economics, art, music, and industrial arts has yet to implement a statewide testing program. Yes, the pro­posed "balanced curriculum" mentioned by the State

Indiana AHPERD Journal 7

Board of Education does require physical education experiences. But how will the state check to see if the curriculum is "balanced"? Could not the local school administration give their own interpretation of that con­cept? Could not the use of elementary classroom teachers to teach physical education be justified by this system?

After a legislative mandate in 1987, subcommittees formed by the Indiana Department of Education for each subject-matter area met to develop cognitive and psychomotor proficiencies and assessment criteria for student achievement of outcomes. Unfortunately, the instrument did not move beyond the pilot stage. Our field could be in jeopardy if Title 511 is approved. The state has no way of determining a "balanced cur­riculum" and we have no means to assess our programs and assuring their quality. This puts us in a very tenuous position.

The State Board is preparing for a series of public hearings on this issue. After that, they will adopt, amend, or reject the proposal. I encourage you to talk to your State Board of Education representative about this pro­posal in order to clarify the implications. The public hearing will be a good opportunity to ask questions and voice your concerns.

I further encourage our state association, IAHPERD, to pursue the completion of the physical education statewide testing program and investigate the possibility of adopting a textbook. This will begin to put us in a much better position politically in the state and the public schools.

Spring 1 992

News from. • •

,, National Association forSport & Physical Education

An Association of the American Alliance tor Health, Physical Education, Recreation and Dance Compiled by Sandy Gallemore, NASPE Cabinet Member-at-Large

NASPE FIT TO ACHIEVE COMMITTEE ACTIVE

The NASPE Fit to Achieve (FT A) project is the national publ ic i nformation campaign created to generate aware­ness about the need for students from kindergarten through 1 2th grade to participate i n qual ity dai ly physical education .

The FTA Committee, chai red by Marian Kneer, asserts that most ch i ldren do not receive enough qual ity physical education in the schools to be able to understand how and why they should mai ntain a healthy, fit l ifestyle.

Research indicates that 40% of ch i ldren five to eight years old have sign ificant card iac risk factors (such as obesity, h igh blood pressure, h igh cholesterol , inactive l i festyles) . Most of our school students between ages s ix and 1 7 cannot run a quarter of a mi le. A significant percen­tage of our students between ages six and 1 2 ( 70% of the girls and 40% of the boys) cannot do more than one pul l-up.

Lou is W. Su l l ivan, M. D., Un i ted States Secretary of Health and H uman Services, indicates: "America's schools should have three basic goals for their physical education programs: to produce physical ly fit youth; to teach the rela­tionsh ip between physical activity, physical fitness, and health; and to promote the ski l l s, knowledge, and attitude to help ch i ldren lead active, healthy, and productive l ives as adu lts."

Through its Outcomes Committee project, chai red by Marion Franck, NASPE identified the physical ly educated person as one who:

* has learned ski l l s necessary to perform a variety ofphysical activities;

* is physica l ly fit;* does participate regularly in physical activity;* knows the impl ications of and the benefits from

involvement in physical activities;* val ues physical activity and its contributions to a

healthful lifestyle.Members wish i ng a brochure with more specifics about Physical Education Outcomes Project should contact the NASPE office.

Spring 1 992 8

What can physical education teachers do to encourage qual ity daily physical education programs which can pro­duce physical ly educated students?

1. Set a good example by bei ng physical ly fit andphysical ly active.

2. Stay current with physical education materials andprograms avai lable for hel pi ng teachers providequal ity physical education experiences.

3. I nform the parents and the publ ic in general aboutthe goals and outcomes of a qual ity physical educationprogram through parent-teacher programs, parentnewsletters, presentations about the importance ofqual ity dai ly physical education to local communitygroups.

4. Inform school adm i n istrators and other teachers aboutquality physical education programs by i nviting them to observe physical education classes.

5. Mai ntain an active role in NASPE by attend ing andparticipati ng in its programs and requesting resourcesto improve the physical education classes.

Resources avai I able from NASPE ( 1 900 Association Drive, Reston, VA 2209 1 ) related to qual ity physical education i nclude the fol lowi ng:

* Fit to Ach ieve: Benefits of Physical Education* Maki ng the Case for Dai ly Physical Education* Position Statement on Requi red, Qual ity, Dai ly

Physical Education* The Val ue of Physical Activity* Guidel ines for Elementary School Physical Education* Guideli nes for Midd le School Physical Education* Guidelines for Secondary School Physical Education

Indiana AHPERD journal

/ News about. • •

Adapted Physical Education

APAC Wants You!

Are you an adapted physical education teacher or recreation therapist? Are you a regular physical teacher who i ntegrates or mainstreams students with d isabi l ities? Is part of your workload dedicated to teachi ng individuals with d isabi l ities? Have you ever wondered if there was an adapted physical activity section in AAH PERD? If you answered yes to any of these questions, then the infor­mation presented here wi l l be helpful to you.

The Adapted Physical Activity Counci l (APAC) i s the organization with i n AAH PERD which represents the field of adapted physical activity. APAC is part of a larger organization known as ARAPCS, or The Association for Research, Adm in i stration, Professional Counci l s and Societies. There are 1 3 structures within ARAPCS of which APAC is one. Members of APAC i nclude professors and teachers in the field of adapted physical activity and recre­ation therapy. APAC serves as a voice in adapted physical activity to the Board of Governors of AAH PERD. It has also been i nvolved in such thi ngs as, certification or endorsement of adapted physical education special i sts, the development of competencies for masters and doc­toral students i n adapted physical education, development of resources for professionals who teach i nd ividuals with d isabi l ities, organ iz ing the sessions in adapted physical activity at the annual AAHPERD conference, and con­ti nual ly advocating for the rights of i nd ividuals with d isabi l ities.

APAC would l i ke to broaden the spectrum of people i nvolved in the counci l . We want your voice to be heard. We want you to be an i ntegral part of the counci l and present the un ique ways you teach ind ividuals with disabi l ities at the annual AAHPERD conference. We want to advocate for you and the i nd ividuals that you serve. If you are i nvolved i n adapted physical activity, then th is counci l is for you. So, when you renew your member­shi p i n AAH PERD, joi n the ARAPCS section and i n par­ticular APAC. We look forward to worki ng with you. If you have any questions about members, or would l i ke more information, please contact Dr. Gai l Webster, Chai r, Kennesaw State College, (404) 423-6544, or CathyHouston-W i l son, O regon State U n iversity, (503) 73 7-3402.

Indiana AHPERD Journal 9

Adapted Physical Education Working Towards Integration of Individuals with Disabilities

B LOOMINGTON, I N D-In the not too distant past, ch i ldren with physical, mental, or emotional l i mitations were segegrated from their classmates by barriers created i n part by a lack of understanding of the problems of thei r chal lenged l ives.

D issolving those barriers in the school setting has become an important component to the educational pro­cess, and integration of special populations with their mainstream contemporaries is considered a valuable educational method.

Among a field of d iscipl i nes devoted to empowering i ndividuals to deal with their personal chal lenges in the best way possible is adapted physical education, for which Indiana U n iversity has become a national leader.

Professors at IU were i nvolved 20 years before therewas any federal legislation on the subject, accordi ng to Paul R. Surburg, professor of ki nesiology i n the School of Health, Physical Education and Recreation .

The federal government mandated adapted physical education i n 1 975 with the Education for All Handi­capped Children Act, which was later renamed as the Individuals with Disabi l ities Act. This legislation forced schools to recogn ize ind ividuals with d isabi l ities and offer them appropriate programmi ng.

"Indiana [IU] is known throughout the country as one of the foremost adapted physical education schools," Surburg said. "There are three grants from the U.S. Depart­ment of Education that fund doctoral programs i n the area of adapted physical education and I U has one of them ."

The I U program recently received a renewal of the grant for more than $280,000. The money wi l l be used to prepare doctoral students to work i n professional pro­grams. After completing the program, the graduates wi l l conduct research and train teachers to provide appropriate learni ng experiences for handicapped ch i ldren and con­tribute to the body of knowledge on the subject. There is also a $ 1 20,000 grant to train students i n a master's degree program.

"One of the th ings we are trai n ing our master's students to do is help with th is i ntegration process," said Surburg. " For example, if you have a deaf ch i ld, how can

Spring 1 992

you i ntegrate h i m or her i nto the regular physical educa­tion class?"

The ideal is to bri ng the deaf student, the heari ng students, and the instructor together with min imal difficulty to al l i nvolved.

Surburg cal l s this situation "the least restrictive envi ronment." The adapted physical education instruc­tor would be worki ng with the regu lar physical educa­tion teacher to bring about this situation.

Students speak out ...

Sim i larly, the wheelchai r-bound ch i ld, who tradition­ally has been excluded from such activities as swimming lessons, gets h i s opportun ity i n the pool . The educator prepared i n adapted physical education would be able to "adapt" the chi ld's capabi l ities to the activity, perhaps with someth ing as s imple as a flotation device and some extra practice .

MAKING A LOSS A WIN by U ndergraduate Majors - Physical Education

Courtney MacG regor, Brian H ickey, Harold Hopki ns Eastern Connecticut State U niversity, Wil l i mantic, CT 06226

Has your sports team ever lost a game? Of course they have. It is a fact of l i fe that for every winner produced there is inevitably a loser. U nfortunately, fol lowing a loss, coaches may use a negative approach dur ing their post­game talk and at practice the next day, often overlooki ng a valuable learn i ng experience for their ath letes. We chal lenge coaches to instead focus upon the many lessons involved in losing. These l i feti me values i ncl ude: self­analysis; taking responsi bi l ity for one's own actions; goal setti ng; experiencing humi l i ty; an appreciation of other participant's talents; and the real ization that "one loss does not a failure make."

No one we know enjoys losing. At the same time, it is important that coaches remember the various other benefits involved in team sports apart from winning. These include: ski l l mastery; friendships; personal success; sports­manship; and fitness. When these benefits are emphasized, the stigma of " losi ng" a game is less d ramatic.

When a loss does occur, it is vital that coaches as role models real ize the infl uential power they hold over their team. Every game provides a number of teachable moments. Coaches should take advantage of these teaching opportunities. Coaches who act positive and proud wi l l gu ide thei r team i nto a s imi lar m ind set. Avoid blame. Discourage fault ing outside forces. We have al l been tempted i nto bel ievi ng a s l ippery field, a biased referee, a cheati n g opponent, or an incompetent team­mate cost us the game. Stress to your team that a l l throughout their l ives they wi l l encounter inclement weather, unsuitable fields, and i naccurate cal ls from an

Spring 1 992 1 0

official. They can then learn to accept and deal with these factors as part of the game. Taki ng responsibi l ity for one's actions is a step toward maturity and an i mportant l i felong lesson.

The development of player self-assessment can prove to be one of the most productive aspects of a loss. Prior to offering YOU R feedback, fi rst ask the players what THEY felt were their strong and weak points, and what they could have done differently duri ng the game. Even more pro­ductively, have the ath letes identify what they feel they need to work on as a team and i ndividual ly. We need to encourage players to th ink about thei r own game, and not to dwel l on the fou l that was not cal led. Once we set th is pattern we wi l l fi nd players better able to critique their own performance, enabl ing them to recogn ize the need for extra practice and adjustments during a contest. Even­tual ly players wi l l learn to realize where adjustment is needed DURING the course of a game, and to make those adjustments on thei r own.

Once players real ize their own shortcomings, they can be assisted by the coach i n the development of positive and personal goals. After all, overcoming obstacles toward success is a primary focus of team sport participation. The setting, striving toward, and ach ievement of such goals should become the thrust for participation , rather than the often primary emphasis on winn ing and losing. It i s important for athletes to remember, " ... it i s how you play the game." The development of goals also grants a losing player hope for future success. I n addition, players who set goals can channel thei r energies i nto betteri ng

Indiana AHPERD Journal

/ themselves and their team. Be a reflective coach. Struc-ture future practices to accommodate the new goals of the team, instead of the "same old dri l ls ." A team work­ing together with the coach, toward i mprovement, w i l l have a healthier attitude toward losing. I t i s important for students to adopt the phi losophy, "Pick yourself up and dust yourself off."

Attitude is crucial . Remember that sports are a chance to foster team support, sportsmanship, friendsh ips, and an increase in self-esteem. Externalizing frustration by sulk­i ng, complain i ng, and blam i ng, only detracts from these desi red outcomes. The character trait of humi l ity, is often defi ned as: "havi ng or showing a consciousness of one's defects and shortcom i ngs." Th is reference supports the idea that players need to be able to employ self-assess­ment. To be humbled is to "make modest." Often through losing we learn humi l ity. This is often a perferred response to losi ng than complai n ing, blami ng, or sulki ng.

One of the most positive ways to approach a defeat

is to recogn ize the talent and hard work of one's oppo­nents. Appreciation of another's talent i s a lesson players should learn from the i r losses. As coaches, we should represent the opponent as one who provides us with an opportun ity to excel , rather than as an adversary or "the enemy." We should create strategies for the next contest with that particu lar team, and i ncorporate these strategies i nto regu lar practice activities. It is important that players understand they are not necessarily a poor team, but rather that the other team was si mply outstandi ng! Recognition of other talent can faci l i tate maturity and a healthier attitude toward losing.

Winning i s easy. It i s the better coach who is able to guide a team to a graceful and productive loss. It is important to use the losi ng situation to fac i l itate self­analysis, responsibi l i ty, goal setting, and a healthier attitude toward sports and competition. Make the most of your defeats, and implement the phi losophy that "one loss does not define a loser."

ADAPTED PHYSICAL EDUCATION

Bal l State University has been awarded a·grant for the purpose of retain i ng physical education teachers i n the area of ADAPTED PHYSICAL EDUCATION .

WHAn

WHEN?

HOW?

cosn

CONTACT:

Indiana AHPERD journal

The courses wi l l be offered in sequence over the next three years in an attempt to reach State Certification in Adapted Physical Education. You wi l l enrol l i n one or two courses per summer. The grant wi l l provide financial assistance for one course per summer.

The courses wi l l be offered during Second Summer Session on the Bal l State University campus. The dates wi ll be June 1 5 - Ju ly 1 7, 1 992.

Interested teachers should contact Dr. Ron Davis for i nformation concerning registration for the courses.

The grant wi l l provide Tuition Waiver plus al l participants w i l l receive a $300 sti pend. There is l i mited room for the stipends, only s ix wi l l be awarded on a fi rst-come, fi rst-serve basis. If you do not receive the stipend you are sti l l encouraged to enrol l . . . there's always next summer for the award.

Dr. Ron Davis School of Physical Education HP 222 Bal l State University Muncie, I N 47306 (31 7) 285-8336 or 1 462 FAX (31 7) 285-8254

1 1 Spring 1 992

Indiana health •

issues • • •

A Snapshot Of Drug Abuse Prevention Curricula in Indiana Public Schools

by Kris Bosworth, Ph. D., D i rector, Center for Adolescent Studies

and Santiago Cueto

School of Education, Suite 2 53 Ind iana U niversity

B loom ington, I N 47405 (81 2) 855-5390

Drug education is mandatory for all schools in Indiana starting with the current school year 1 99 1 -92 . I nd iana Code 20-1 0. 1 -4-9. 1 , added by Publ ic Law 342-1 989, requires that the govern ing body of each school corpora­tion "for each-grade from ki ndergarten th rough grade 1 2 provide instruction concern ing the effects that alcohol ic beverages, tobacco, prescription drugs, and control led substances have on the human body and society at large."

The mandate al lows for a broad i nterpretation of drug education. Whi le instruction alone is i nsufficient to pre­vent adolescents from abusing tobacco, alcohol, mari­juana, and other drugs, it is a critical component of a com­prehensive school-based program Uaker, 1 989).

For pol icy makers and admin i strators, knowing what curricula are currently being used in Indiana public schools would assist in decision maki ng and eval uation. I n th is article we summarize the kinds of d rug education pro­

grams implemented throughout the state for the year 1 990-9 1 .

METHODOLOGY

To collect data the Indiana School Drug Curricula and Training Survey was constructed. The survey included five questions deal ing with drug education and tra in ing. The principal of the school, or a representative who was knowledgeable on the school curricula being used, was asked to complete the survey that was mai led i n J u ne 1 990. A second, shortened version of the fi rst survey was sent November 1 990 to those publ ic schools that did not return the fi rst survey. Overall the survey was sent to 1 ,904 publ ic schools of Indiana; 1 ,607 public schools responded to the survey (84% response rate) . Table 1 shows the distribution of schools that responded to either survey by level .

Spring 1 992 1 2

Table 1: Public schools responding to either survey

Number

Elementary (K-6) 972 Middle or Junior (7-8) 252 High (9-12) 234 Elementary and Middle (K-8) 37 Middle and High (7-12) 84 All grades (K-12) ___.z.!!. TOTAL 1607

GRADE LEVEL FINDINGS

60 16 15

2 5

-2_ 100

Table 2 shows the most frequently used curricula in schools with grades K-6. It is important to note that many schools report using more than one curricula, so the col­umns add up to more than 1 00%.

The fi rst category that appears in Table 2 l ists the com­mercial ly avai lable curricu la that are used by more than 1 % of the schools. Curricula and other programs men­

tioned by the respondents are i ncluded under "Other

Table 2: Most frequently used curricula in schools with grades K-6 (n•l,037).

�gmme��i�l �;a;:i�YlA Number

BABES (*) 107 D.A.R.E. 85 Discover 19 Growing Healthy 56 Health Skills for Life 17 Here's Lookinq at You, 2000 122 Me-Me 14 Positive Action 8 Project Charlie 45 QUEST-Lions 80 Other curricula (**) 16

Qtlli:[ �A:t�g2i;:ie1 Integrated 55 Locally developed 387 Non-curricular activities 76 Law enforcement 46 Other 180

(*) BABES is almost exclusively used in grades K-3.

t

10 8 2 5 2

12 1 1 4 8 2

5 37

7 4

17

(**) Other curricula identified on the survey each mentioned by less than 1% are: Alpha Initiative, Americans for a Drug-free America, DECIDE, Growinq up Well, Impacts, It•s Your Choice, Makinq smart Choices About Dtuqs, Ombudsman, Project I-Star, substance Abuse, Too Good For Drugs.

Indiana AHPERD Journal

Commercial Curricula

Other Categories

/ Categories" on Table 2. The category " Integrated" was used when schools i ncorporated drug education topics i nto their regular subjects (health, social studies, science, etc.). "Local ly Developed" refers to un ique curricula created by the school or school corporation. The category "Non-Curricular Activities" refers to sporadic lessons on drugs l i ke "J ust Say No Cl ubs," showing a fi lm, i nviting a speaker, the computer program BARN, etc. The category " Law Enforcement" refers to activities l ike i nviting a law enforcement officer to give a talk to the students, using "McG ruff" in school activities, etc. F inal ly, the category "Other" is the sum of al l responses not mentioned fre­quently enough to form a separate category. Most of them were non-drug prevention curricula l i ke D. U.S.O., AIDS curricu lum.

Table 2 shows that schools with grades K-6 most fre­quently develop their own curriculum. More than one out of three schools do not use professionally developed, com­mercial ly avai I able curricu la.1 Of the commercial ly avai lable curricu la, Here's Looking at You, 2000, a health education curriculum with an emphasis on drug abuse prevention, is reported most frequently. BABES, designed for grades K-3, is the next most popular. Schools reported D.A. R. E., a program i n which local pol ice present drug abuse prevention in the upper elementary grades, and QUEST-Lions, a social ski l l s tra in ing program with an emphasis on drug prevention, tyi ng for the th i rd most fre­quently used programs in these grades i n 1.nd iana.

Table 3 shows the curricu la most frequently men­tioned by schools with grades 7 and 8. As in the elemen­tary grades, the most favored approach is local ly developed curricu lum. General ly, schools with these grades reported a smal ler variety of drug curricula when compared to grades K-6. About half of the schools use curriculum developed i nternally. The commercial cur­riculum most frequently used is QUEST-Lions. The second most frequently mentioned curricu lum, Project I-Star, is implemented i n al l Marion County schools, with founda­tion support.

Table J. Most frequently used curricula in schools with grades 7-8 (n=401) .

commercial curricula Number

D.A.R.E. 5 l Growing-up Well 4 l Health Skills for Life 2 4 6 Here ' s Looking at You , 2000 2 5 6 It ' s Your Choice 4 1 Project I-Star 36 9 QUEST-Lions 1 4 8 3 7 Teenage Health Teaching Modules 5 l other curricula ( * ) 17 4

Other Categories 2 2 5

200 50 1 3 3

l

Integrated Locally developed Non-curricular activities Law Enforcement Other 60 15

(*) curricula mentioned by less than 1 % : Alpha Initiative, DECIDE, Discover, Growing Healthy, Impacts , Making Smart Choices about Drugs, Me-He, Ombudsman, Project Charlie, Too Good for

Drugs .

l�diana AHPERD Journal 1 3

I n the h igh school grades, a s imi lar pattern emerged (see Table 4). Nearly one out of every two schools reported design ing its own curricula. QUEST-Lions and Here's Look­

ing at You, 2000 are the most frequently used commecial curricula. Although it ranks fi rst at th is level, the reported use of QUEST-Lions is lower in the high schools (9%) than in the middle schools (37%).

Table 4 : Most frequently used curricula i n schools with grades 9-12 (n•34 6 ) .

Commercial Curricula Health Skills for Life Here ' s Lookinq at You, 2000 It ' s Your Choice Project I-Star QUEST-Lions Substance Abuse Teenage Health Teaching Modules Other curricula ( • )

Other Categories Integrated Locally developed Non-curricular activities Law Enforcement Other curricula

Number 6

18 5 8

3 0 15

4 1 1

,_7 165

7 l

59

4 8 2

17

(*) curricula mentioned by less than 1 % : Alpha Initiative, DECIDE , Discover, Growinq-Up Well, Impacts, Positive Action, Project Charlie, That ' s Life, Too Good for DrugS .

Most schools in I nd iana report offering students some ki nd of drug abuse prevention curricula. As seen in Figure

1 , nearly 70% of schools with grades K-6 were using a drug curriculum school-wide. Around 80% of schools with grades 7-8 report a school-wide curricu lum. H igh schools were least l i kely to report curricu lum at all grades. Only 53% of h igh schools report drug curricu la at al l grades.

Figure 1Schools Reporting Drug Ed. Programs

% 1 00..-���������������������-,

80 ··············································

60

40

20

0 K-6

DISCUSSION

80

7-8 GRADES

9-12

The results of this study identify several characteristics of the use of drug abuse curricula in I nd iana Publ ic Schools: ( 1 ) at all grade levels there is a strong preference for schools to develop thei r own curricu la; (2) whi le the majority of the schools report having a drug abuse preven­tion curricu lum, cu rricula are most frequently found in m iddle schools or jun ior h igh and least l i kely found in h igh schools.

Spring 1 992

Commercial Curricula

Other Categories

#

-

Commercial Curricula

Other Categories

#

2

5

1

2

9

4

1

3

-

1

In- developing drug education programs, school cor­porations have two main alternatives: ( 1 ) to adopt one of the commercial ly avai lable prevention curricula (e.g., BABES; Here's Looking at You, 2000; QUEST-Lions), or (2) to develop their own drug prevention program.

Research in the last ten years has expanded our knowledge base of successful prevention strategies. One advantage of most commercially available curricula is that they are designed based on the current research findings. These materials have been tested with students and teachers before releasing them for publ ication. In most commercial ly avai lable curricu lum, the scope and sequence of the material is mu lti-grade. Thus, lessons in one grade bu i ld on material previously learned and set the stage for learn ing in later grades. Most have train ing incl uded with purchase price.

However, many teachers using commercial ly available curriculum adapt the materials to their style and thei r stu­dent needs. One teacher reported that the fi rst year he taught the curriculum as it had been written. The next year he dropped some lessons and elaborated on others, "depend ing on what worked for me and the students. "

Developing curricula at a local level may be a less expensive alternative. By developing their own drug education program, schools can focus on the specific characteristics and needs of its students. A local ly developed program would also have the advantage of capital iz ing on resources from the commun ity. However, local development may be just as expensive as purchas­ing, if the cost of staff time for development is fu l ly accounted for. Unless the developers are ful ly trained, they may not be applyi ng the most current research on preven­tion in the development process.

Middle schools seem to be most active regarding drug prevention. This makes sense since students from grades 6 to 8 may be most vul nerable to experimentation. One puzzl ing result though is why high schools are noticeably less active than elementary and m iddle schools in drug prevention. The reasons for th is decl ine in h igh schools are not clear. Although high schools may be too late to prevent fi rst experi mentation with common d rugs l i ke alcohol or tobacco, it may be the ideal t ime to prevent use of other substances (e.g., cocaine) that have a later age of onset. Adolescence seems a time when drug preven­tion programs should be conti nued based on earl ier programs.

Guidel ines on how to develop these can be found in Dryfoos (1 990) and in Drug Prevention Curricula: A Guide to Selection and Implementation publ ished by the U.S . Department of Education ( 1 988). Information about train­ing and materials can be sought from the Center for School Improvement and Performance ( Ind iana Department of Education, Room 299, State House, Indianapol i s, IN 46204).

Spring 1 992 1 4

For descriptions o f many commercially available curricula, see Rogers,

Howard-Pitney and Bruce, 1 989.

RESOURCES Dryfoos, J . ( 1 990) Ado/scents at Risk: Prevalance and Prevention,

New York: Oxford U niversity Press. Jaker, J . ( 1 989) Lessons Learned: An Update on Research in Drug

Education, Minnesota Prevention Resource Center, Anoka, MN. Office of Education Research and Improvement: U .S. Department of

Education. ( 1 988) Drug Prevention Curricula: A Guide to Selec­

tion and Implementation.

Rogers, Todd, Howard-Pitney, Beth, and Bruce, L. Bonnie. ( 1 989) What Works? A Guide to School Based Alcohol and Drug Abuse

Prevention Curricula, Health Promotion Resource Center, Stanford U niversity

80th CONVENTIO N

Indiana AHPERD Journal.

/ Aquatic News . . .

Aquatic Council Instruction and Credentialing Program Launched

by Joanna Midtlyng, AC-ICP Di rector

4501 North Wheel ing, 2-1 09 Muncie, I N 47304

(31 7) 288-2 1 22

The voyage of the Aquatic Council was approved August of 1 991 by the ARAPCS MHPRED port authorities. The ship, which is handcrafted and of sturdy construction, was chris­tened The Aquatic Council in 1 968. Major structural changes to the sh ip's original design have been made, and compart­ments enlarged to accommodate the aquatic instruction and credential ing cargo. Early th is summer, The Aquatic Coun­cil wi l l take on a h ighly qualified instruction and credential­ing crew, and novice and experienced aquatic passengers wi l l be al lowed on board for ports of cal l to the Instruction and the Credential ing Sea.

Approval of the cargo, the Instruction and Credentia l ing Program, is a m i lestone valued by The Aquatic Counci l . The program affords an opportun ity to aquatic teachers, special ists, admin istrators, and entrepreneurs and the lay public to complete basic aquatic and related courses and/or to go beyond the basics to achieve Council credential ing.

The instructional phase of the program includes courses in aquatics and related areas offered at Council Institutes and co-sponsored aquatic school programs. Instructional courses designed by the Council form the core of the program. Courses range from water exercise and springboard d iving to aquatic l iabi l ity and aquatic programming. Syl labi for i nfant swimming and adapted aquatics are nearing comple­

tion. Moderate expansion of Counci l-designed aquatic courses wi l l be continued to meet existing and emerging needs of the aquatic profession and to expand the depth and scope of the instruction and credential ing options.

The credential i ng system employs a process by which the Counci l grants an authorized title and credential to an individual who has met the predetermined qual ifications specified by the Counci l . Credentialed candidates receive recognition on a national basis through the l i sting of the ind ividual 's name in the Registry of Title Holders. The official roster of the Counci I, called Registry of Title Holders, is publ ished annually in the Council newsletter, Aqua Notes. Titles authorized by the Counci l are three categories: Category 1 -the Aquatic Teacher with option of Master Aquatic Teacher in selected instructional areas; Category 2-the Aquatic Specia l ist with the five options of Fitness, Instructional, Safety, Sport, and Master Aquatic Specialist; and Category 3-the Aquatic Adminstrator.

The College/University Team of the Council has initiated work leading to the inclusion of Counci l courses in aquatics

Indiana AHPERD Journal 1 5

for undergraduate and graduate students, i n regular and con­tinuing education programs, i n institutions of h igher educa­tion. Counci l courses completed through programs in h igher education may be applied to meet credentialing requirements of the Counci I .

Implementation of the new program is in process. Coun­cil teams, which include d istinguished past chairs, the Coun­ci l Executive Committee, and new and continuing members, are positioned to ful ly operationalize the program. Signifi­cant in itial progress has been achieved. The Instruction and Credentialing Program Handbook is in its fi rst printing. This publication details the instruction and credential ing options, and policies and procedures of the system and the Code of Eth ical Conduct of the counci l . An official reproduction and distribution center has been named to faci l itate processing of the Council handbook, syl labi, and credentials. Profes­sional and public awareness of the program has been pro­moted via news releases by ARAPCS to national aquatic and related agencies/organizations. A new program brochure has been designed for circulation to attract attendees to upcom­i ng summer programs.

The Council wi l l offer five summer programs in 1 992, which often i nclude col legium courses. Col legium courses are instructional courses whose specific content have been developed by aquatic or a l l ied agencies/organizations exter­nal to AAHPERD. These cou rses are offered i n Counci l insti­tutes and schools, by mutual agreement of the originating body and the Counci l Executive Committee. Completion of selected col legium courses enables the candidate to meet Counci l standards and leads to credentia l ing in aquatics by the Counci l .

To support the mission, the Counci l 's vision of the aquatic profession wi l l be transmitted by the ship's radio to port authorities. Open d ialogue wi l l be maintained among ship crews with complementary missions.

The Council invites your support of th is professional journey. For further information write to Dr. Joanna Midtlyng, Director, The Aquatic Counci l Instruction and Credential ing Program, 4501 N . Wheeling, 2-1 09, Muncie, I N 47304.

The Aquatic Council i s a council within the Association for Research, Administration, Professional Councils and Societies (ARAPCS). The ARAPCS is one of six national associations within the AAHPERD.

For your personal copy of The Aquatic Council Instruction and Creden­tialing Handbook,, write to: Mr. Tim Wood, Manager, Instant Copy, 3 1 2

E. Main St., Muncie, I N 47305, or call 3 1 7-288-1 345, FAX 3 1 7-286-081 6.

To order by mail enclose your check made payable to the Aquatic Council/ AAHPERD for $ 1 0.95.

Spring 1 992

Physical Educators, Recreation and

Dance Professionals !

JOPERD is . . . The Journal of Physical Education,

Recreation & Dance: the largest, most frequently published,

and most wide-ranging journal published by AAHPERD.

If you're new to AAHPERD, it may help you to know that [OPERD is AAHPERD's cornerstone journal,

reaching over 30,000 members and providing information on a greater variety of PERD issues than

any other publication in the field. If you're renewing your membership and you haven't seen

!OPERD lately, take a minute to browse through it. You'll note that in the past year, AAHPERD's

premier journal has undergone some big changes. A new, visually appealing format (including our

new logo and name change), and increased emphasis on topics of current interest to PERD profes­

sionals and students are only two of the innovative changes that TOPERD underwent in 1990.

[OPERD's new look signifies other significant changes. The blind review process

that has ensured quality [OPERD articles for 95 years has become even more

rigorous. And technology enables the editors to spend more time working with authors, ensuring that information is accurate, timely, and interesting.

Recent issues of fOPERD have included articles on:• providing increased physical activity for individuals

with disabilities

• treating high school sports injuries• develop�ng the curriculum

• developing cooperative skills in children• assessing the risks of adventure programs

• using computers in PERD

• combatting stress through physical education programs, and

• teaching and learning about multicultural dance.

Benefit from the AAHPERD periodicalthat offers you the most variety: The journal of Physical Educat,lon, Recreation & Dance

Spring 1 992 1 6 Indiana AHPERD Journal

Help 'fOllr s'ttttetJBB{)(}/t/'t/011.'

'Beco111e tJ 1111111/;er of AAHPE.f?IJ

'totltJlf'Enjoy AAHPERD

benefits.

Become an AAHPERD member. Complete the

membership application and mail it

to the address provided.

M11111J1rsltlp &11'1/ts /11c/11tl1:

Membership Options Choices are offered to reflect your status in the profession and your choice of periodicals. New members may elect membership in one or two associations of AAHPERD, as listed below:

American Association for Leisure and Recreation (AALR): Promotes school, community and national programs of leisure services and recreation education.

National Association for Sport and Physical Education (NASPE): Provides national leadership and influences physical education and sports policies in programs for teachers, coaches, athletic administrators, athletic trainers, intramural directors and scholars at all educational levels.

National Association for Girls and Women in Sport (NAGWS): Fosters quality and equality in sports for girls and women. Serves those who teach, coach, train and administer all sports (including club sports and intramurals) at elementary, secondary and college levels.

Association for the Advancement of Health Education (AAHE): Preserves and improves health through education. Promotes both the process of health education and specific health education programs.

Association for Research, Administration, Professional Councils, and Societies (ARAPCS): Coordinates activities of the following special interest groups:

• Adapted Physical Activities • City & County Directors • Measurement and

Evaluation • Aging and Adult Development • Ethnic Minorities • Outdoor Education • Aquatics •

Facilities and Equipment • Physical Fitness• College & University Administrators • International Relations • Safety • Student Action

National Dance Association (NOA) Promotes sound policies for dance education, through conferences, conventions, special projects, publication and cooperation with other dance and performing arts groups.

Outstanding Periodicals In addition to Update, AAHPERD's newsletter, an automatic benefit of membership, members may elect to receive: • JOPERD - The Journal of Physical Education,

Recreation & Dance (9 issues/year) • Health Education (6 issues/year) • Research Quarterly for Exercise and Sport

(4 issues/year) • Strategies: A Journal for Physical and Sport

Educators (available for a small additional charge).

Conventions and Conferences Annual National Conventions, where your colleagues from across the country gather. Also, AAHPERD sponsors six regional conventions (one for each AAHPERD national district), and state and local conferences.

Professional Publications AAHPERD publishes some of the best current literature in your field, available at a 10 percent discount to members.

Professional Placement Service

Low-cost Insurance and Financial Programs 6/91

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A""1rlc•• AllU.roct1for HHll, Plly.U:.Z B•c•doro, Rt1cntlll1oro •.ul O.roos

l!IKJO ""'"".,_ on .. • ....... YA. :DO'Jl • (70JJ 47&.J400

Yes, I want to join AAHPERD. Name (Mr.) (Ms.) ---------------------Address ------------------------City

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/ select membership In the followln� auoclaUon{•) of AAHPERD. 1c1"'1o two nwnbers, lndtcatln& your fk'"at and second d'toloea. You may .... ct one •uodatlon twice. Eac::n •aaoctatlon

tnat you uiect r•c•tve• • portk>n of your duta.)

1 2 American Association for Leisure and Recreation (AALR)

1 2 National Dance Association (NOA)

1 2 Association for the Advancement of Health Education (AAHE)

1 2 Association for Research, Administration, Professional Councils and

Societies (ARAPCS)

1 2 National Association for Girls and Women In Sport (NAGWS)

1 2 National Association for Sport and Physical Education (NASPE)

Z Research Consortium • for those Interested In research. (A Cl'l•Ck here don md. •nect your Aaaoc:tauon .m ... uon)

In edd/Uon to UPDATE, AAHPERD'• monthly new•l•tt•r (•n automatic b•nflllt

o'member•hlp), I wleh to receive the follow/Ill{ periodical•:

l!I' Update (An automatic benefit of membership) 0 Journal of Physical Education, Recreation and Dance 0 Journal of Health Education 0 Research Quarterly for Exen:lse and Sport 0 In addition I wish to receive Strategies: A Journal for Physical and

Sport Educators (Add $10.00/year to your member:>hlp due:;. foreign members add $15.00/year)

Fol.I' OoH•ra of yo11 Cl.Ill •• 1lloc:atld to Updat1, and tw111ty doll .. per each ae5ected per1odlcal.

I Hlect th• followln6 memberehlp opUon, baeed on my fNofeae/ona/ status and my choice of periodical•:

0 Profeulonal o ... ..,..,. -

.... .,,.,.,1. MMillershiit llpdllf• Plue: Any one penodlcal• a $85.oo a s1so.oo Any two periodicals• a s105.oo a $190.oo Any three penodlcals• a s125.oo a s230.oo 0 Studa_nt (Student 111taa apply onPy to full-time student.I.)

l/pd•t• Plus: Any ono periodical* My two periodicals•

Any three penodlcals•

a $30.oo a sso.oo a s10.oo

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I am remltflnl my duN 0 by enclosed check, payable to AAHPERD 0 by VISA (13 or 16 numbers) 0 by MASTERCARD (16 numbers) Card # Expiration Date -------DD DD D D D D D D DD DD D D(Please read and write number• carefully)

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1 7 Spring 1 992 Indiana AHPERD Journal

A REPRINTED ARTICLE

Florida's Elementary School Fitness B reaks: Why Not Indiana's?

by Manny Harageones, Physical Education Consu ltant

and Al lan Sander

Florida Department of Education Tal lahassee FL 32399

(904) 488-8795

This article is printed with permission of the Florida Journal of Health, Physical Education, Recreation, Dance and Driver Education (Florida JOHPERD), Fall 1 9 9 1 (29[3]), pages 6-8.

Florida JOHPERD is a publication of the Florida Association for Health, Physical Education, Recreation, Dance and Driver Education, Broward Community College-North,

1 00 Coconut Creek Blvd., Pompano Beach, FL 33066.

In an effort to help meet the fitness needs of chi ldren, F lorida has developed F it to Achieve, an elementary school card iovascular fitness education program . This un ique program encourages al l elementary schools in the state to take a dai ly 1 5-minute fitness break.

The program's inception is based on recent research that ind icates the fitness of American youth has not improved in the last decade, and iri many cases has deteriorated. American children: (a) are fatter than children 20 years ago; (b) are displayi ng health risk factors com­mon ly associated with middle-aged adults; (c) are not get­ting enough of the right kinds of exercise; and (d) spend more time watching television than in physical activity (Ross and Pate, 1 987).

Prevention is the key to good health, and being physical ly active is a key for prevention. As we enter the 2 1 st century, the importance and value of regular physical activity i n promoti ng good health and reducing the l ikel ihood of di sease have been recogn ized as never before. Accompanying this recogn ition is the awareness that ch i ldhood is the time to begin the development of active and healthy l ifestyles. It is critical that schools help students acqu i re the ski l l s, knowledge, attitudes, and behaviors to incorporate physical activity into their dai ly l ives.

To assist elementary schools in addressing th is chal lenge, the Fit to Achieve program was developed by the Florida Department of Education via a Curricu lum Development and Renewal G rant to the University of North Florida. The program incl udes educational and motivational materials for use by classroom teachers and

Spring 1 992 1 8

physical education teachers to help chi ldren become involved in regular and enjoyable cardiovascular exercise.

Commissioner of Education Betty Castor is encourag­ing each elementary school to set aside 15 minutes daily

to engage in cardiovascular exercise. Teachers, adm inis­trators, and support personnel (i .e., secretaries, lunchroom workers, custodians) are also encouraged to join their students in partici pating in th is program. This effort is s imi lar to the ;,sustained si lent read ing" and "dropeveryth i ng and read" programs where everyone in the school stops and reads for a specified period of time. In th is instance, Florida's elementary schools are being encouraged to stop and exercise for 15. minutes dai ly.

FIT TO ACHIEVE MATERIALS

The Fit to Achieve program materials consist of:

1 . Two 12-minute video tapes. Video tape #1 is an aerobic exercise video that incl udes instruction on car­diovascular fitness concepts. Video tape #2 excl usively features an aerobic exercise routine. The aerobic routines have been personal ized for the State of Florida by nam i ng each spedfic exercise for a major city in the state (i .e., Pensacola Push, Tal lahassee Twist, Jacksonvi l le Jog, Gainesvi l le Boogie, Tampa H ustle, Miami Wave) .

2. One 12-minute audio tape that features an aerobicexercise routine simi lar to the routine in Video tape #2.

Indiana AHPERD Journal

/ 3. Student assignments that may be used in or out of the

classroom. The assignments focus on an integrationof selected activities in art, language arts, mathematics,m usic, science, and social studies to reinforce car­diovascular fitness concepts. The assignments aredevelopmental in nature, encompassing Level I (gradesK-1 ), Level I I (grades 2-3), and Level I l l (grades 4-5).The assignments uni quely support the wel l-acceptedtrend of interdisci p l i nary learn i ng.

4. A teacher guide which ind udes ideas for implement­ing the Fit to Achieve program, a conceptional founda­tion for card iovascu lar fitness development, a copy ofthe written scri pt for the video and audio tapes, car­diovascular fitness learn ing activities, and the answersfor the student assignments. The learn ing activitiesfocus on the use of visual aids and action-oriented experiences to extend chi ldren's understanding ofinformation about card iovascular fitness concepts.

5. A parent guide that stresses the need for developingchi ldren's cardiovascular fitness. The guide offers sug­gestions for fami ly fitness activities and motivationalideas to encourage ch i ldren's partici pation in card io­vascular exercise.

In addition to the pri nt materials and video and audio tapes, the Fit to Achieve program has a mascot-Peppy Panther. Peppy is avai lable to make school appearances to promote the program. Th is is another example of per­sonal izing the program for the State of Florida as Florida's state ani mal is the panther. Funds for the Peppy Panther costumes were provided by the Florida Association for Health, Physical Education, Recreation, Dance and Driver Education.

ROLES OF THE CLASSROOM TEACHER AND PHYSICAL EDUCATION TEACHER

The physical education and classroom teachers in each elementary school are viewed as a team for promoti ng and implementi ng the Fit to Achieve program. The classroom teacher is needed to supervise the dai ly 1 5-minute fitness break. The classroom teacher is also needed to reinforce card iovascular fitness concepts through the use of the student assignments. The physical education teacher in each school is needed to provide both the in itial and ongoing leadership for the program by providing classroom teachers with card iovascular exer­cise gui_dance, an understanding of the pri nciples of train­ing, and assistance in the uti l ization of the Fit to Achieve materials. Suggestions for such leadersh ip are presented in the Fit to Achieve Teacher Guide.

FIT TO ACHIEVE IMPLEMENTATION STRATEGIES

There are a variety of ways to implement the program, and each elementary school is encouraged to fi nd an

�iana 1 9

opti mal approach to ensure successful implementation . Samples of implementation strategies are included in the Fit to Achieve Teacher Guide.

The fitness breaks can i nvolve the enti re school population exercising s imultaneously with the videotapes through closed circuit television in each classroom or with the audiotape via the school's intercom system. However, fitness breaks can also be scheduled individual ly by classroom teachers. With either strategy, fitness breaks may take place at any convenient time (such as the beginn ing of the school day) with admin istrators and support per-sonnel taking part.

·

After students have become fam i l iar with the infor­mation in Video tape #1 , classroom teachers may select student assignments in the various subject areas to rein­force card iovascular fitness concepts. These student assignments can be used as in-class assignments, as in­class learn ing center tasks, or as homework.

The cardiovascular fitness learn ing activities can be used in the classroom prior to or after the use of the stu­dent assignments. These learn ing activities can also be used by the physical education teacher during the regular physical education program.

Parents tru ly have a sign ificant role to play in guiding the physical fitness habits of their chi ldren. The Fit to Achieve Parent Guide offers suggestions on how parents can become more involved in the promotion of cardio­vascular fitness at home and the Fit to Achieve program at school. Copies of the videotapes could even be checked out by students for use at home with parents and other fami ly members. Teachers can encourage parents to lead by example. Fam i ly exercise ideas are offered to enhance the enjoyment of exercise as wel l as to stim ulate chi ldren to conti nue in an exercise program.

CLOSURE

Chi ldren do not automatical ly develop the ski l ls, knowledge, attitudes, and behaviors that lead to regularparticipation in physical activity-they

·must be taught.

Florida has accepted the chal lenge of providing elemen­tary school students with opportun ities to learn and develop l ifetime fitness habits.

Florida has developed educational and motivational materials to assist schools in implementing the s imple ideas of the fitness break. Why not Indiana?

For a copy of Florida's Fit to Achieve program materials, please send a written request and a videotape and audiotape to:

The Office of Physical Education Florida Department of Education Room 444, Florida Education Center 325 W. Gaines St. Tal lahassee, FL 32399-0400

REFERENCES Ross, J .G. , and Pate, R.P. ( 1 987) "The National Ch i ldren and Youth

Fitness Study: A Summary of Findings," Journal of Physical Educa­

tion, Recreation and Dance, 58(a), 5 1 -56.

Spring 1 992 Indiana AHPERD Journal

Definition Of The Physically Educated Person:

Outcomes Of Quality Physical Education Programs Report Of The Physical Education Outcomes Committee

National Association of Sport and Physical Education

The Outcomes Committee was formed in 1 986 and charged with two related responsibi l ities. The fi rst respon­sibi l ity was to define the "physical ly educated student," i .e., the desi red characteristics of students who complete appro­priately designed and conducted school physical education programs. The second responsibi l ity was to author grade­specific comp�tencies, which together would mark the path to preparing the physical ly educated students. The commit­tee accepted the fi rst responsibi l ity, but chose to alter its charge for the second one. Rather than identifying grade­specific competencies, the committee decided to identify out­comes, which defined in more detai l the characteristics of physical ly educated students and programs. The committee decided to cal l itself the Outcomes Committee because of its decision to identify outcomes, which together defined the physical ly educated student.

The committee has cOtnpleted a defin ition of the phy­sically educated student and has identified the outcomes that clarify and ampl ify th is defin ition. The physical ly educated

person document integrates both; for each of the five parts of the defin iton (HAS, IS, DOES, KNOWS, VALU ES) there are attendant outcomes. The outcomes are inseparable from their parent defin itional statements. L ikewise, the five com­ponent defin itional statements cannot be separated from each other. The committee is emphatic in its position that there is a kind of "al l or none principle" involved with its work. The definition of the physical ly educated student depends upon the 20 outcomes, and the 20 outcomes have value only in relation to the defin ition's five components. The format in which the defin ition and outcomes are presented is the format in which they must be presented in the future.

Early in its del iberations, the committee opted for strategies that would maximize participation among NASPE's membersh ip in determin ing the defin ition and outcomes. In each year since 1 986, pre-convention progams have been sponsored in addition to presentations made during these conventions. Our work has been published in Update with

Spring 1 992 20

invitations for participation and criticism. Moreover, the com­mittee has identified consultant-reviewers who have remained involved in each stage of its work. Over 500 per­sons have enjoyed genuine involvements in the committee's work, and their individual and col lective voices have been heard . Substantive changes in the definition and outcomes can be l inked directly to the work of persons outside the com­mittee. Furthermore, work that is currently underway on ex­pectations for students' experiences and achievements at identifiable grade intervals, expectations that the committe is cal l i ng " benchmarks," represents the com m i ttee's response to participants and the executive committee's original charge.

Thus, the Committee bel ieves that it has discharged two of its primary responsibi l ities in the physical ly educated per­son document, which presents the five defin itional com­ponents and the 20 outcomes. The committee bel ieves that, with such extensive participation by the membership, the document truly is representative. We are submitting it for

review to the Association Delegate Assembly and, subse­quently, for approval by the NASPE cabinet.

That the definition and outcomes al ready are having an impact on the profession signals their value and suggests that formal approval of both is timely. For example, several states are using the committee's work in thei r planning, and the Western Col lege Physical Education Society recently adopted a resolution endorsing both . Approval by the cabinet wi l l allow broader dissemination and use of the definition and out­comes, maximizing their impact and offering assistance to practicing professionals across the nation. The committee respectful ly offers the motion to and the outcomes that clarify and ampl ify th is defin ition .

The committee's current work on benchmarks represents a logical and necessary extension of the definition and out­come statements. These exemplary benchmarks, once com­pleted, wi l l i l lustrate clearly to m ultiple audiences the ways in which program designs, teach ing practices, and evaluative

� Indiana AHPERD Journal

/ activities may be derived from the defin ition of the physical ly educated student and the outcome statements. The commit­tee is hopeful that it wi l l be able to conclude its work on these benchmarks by the end of the Summer 1 991 . When this work on benchmarks is fin ished, the considerable chal lenges associated with the dissemination and implemen­tation of the committee's work wi l l need to be addressed. The potential, powerful impact of the committee's work wi l l not be real ized unless appropriate strategies fo r dissemina­tiona and implementation are identified and the needed resources provided.

The committee wishes to extend its appreciation to the hundreds of col leagues who have participated in th is work and faci l itated it. Above al l , the committee wishes to com­mend former and current members of the NASPE's leader­ship for thei r vision and to offer thanks for their support and patience as the committee's work has progressed.

A PHYSICALLY EDUCATED PERSON:

• HAS learned ski l ls necessary to perform a variety of physical activities.

1 . . . . moves using concepts of body awareness, space awareness, effort, and relationsh ip.

2. . • . demonstrates competence in a variety of manipulative, locomotor, and non-locomotor ski l ls.

3 . . . . demonstrates competence in combinations of manipulative, locomotor, and non-locomotor

ski l ls performed individual ly and with others. 4. . . . demonstrates competence in many different

forms of physical activity. 5. . . . demonstrates proficiency in a few forms of

physical activity. 6. . . . has learned how to learn new ski l ls.

• DOES participate regularly in physical activity.7. . . . participates in health-enhancing physical activ­

ity at least three times a week. 8. . . . selects and regularly participates in l ifetime

physical activities.

• IS physica l ly fit.9. . . . assesses, achieves, and maintains physical

fitness. 1 0. . . . designs, safe, personal fitness programs in

accordance with principles of train ing and con­d itioning.

• KNOWS the impl ications of and the benefits from involvement in physical activities.1 1 . . . . identifies the benefits, costs, and obl igations

associated with regu lar participation in physical activity.

1 2. . . . recognizes the risk and safety factors associated with regular participation in physical activity.

2 1

1 3 . . . . appl ies concepts and principles to the develop­ment of motor ski l ls.

1 4. . . . understands that wel lness involves more than being physical ly fit.

1 5 . . . . knows the ru les, strategies, and appropriate behaviors for selected physical activities.

1 6. . . . recognizes that participation in physical activ­ity can lead to m ulti-cultural and international understandi ng.

1 7. . . . understands that physical activity provides the opportunity for enjoyment of self-expression and communication.

• VALUES physical activity and its contributions to ahealthful l ifestyle.1 8. . . . appreciates the relationsh ips with others that

result from participation in physical activity. 1 9. . . . respects the role that regular physical activity

plays in the pursuit of l i felong health and wel l­being.

20. . . . cherishes the feel ings that result from regularparticipation in physical activit)t.

Share YourJournal with

Col leagues andStudents

Thank you!NOW . . .

Recruit Another Professional to join

'!f'2-Ci..��6� Today !

Thank you!

Spring 1 992 Indiana AHPERD Journal

---------�------

OBSTACLE COU RSE LAYOUT:

Spring 1 992

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -NEXT TWO 1 0 CURL-UPSUSE GOOD FORM !

RUN THROUGH CONES

STUDENTS IN LINE-HOLD FEET ( 1 ) AND COUNT ( 2 )----------- 10 ------------

� 1 1 1 1 f t � 1 1 1 1 � 1 � ��iH

;��� ��� 1 1 1 1 1 fn 1 1 1 1 ------ ----- FORM ! ------------

\ \O " " O

" " " "

" " " O O " " " "

" "

O " "0 " "

" " " "

"0 O " " "

" " " "

0 " " O

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" O O " " "

-LEFT---RIGHT-

SIT AND REACH , THEN WAIT FOR S IGNAL-GO !

JUMP DOWN FROM STAGE­BOTH FEET

1 1 1 1 1 1 1 1 1 1 1 1

����iR�i� I I I I I 1 1 1 1 1DON ' T MI S S A STEP !

I I I 1 1 1 I 1 1 1 JUMP OR LEAP- - - - - - - - - -4 BENCHES

1 ---------- 1I I 1 ---------- 1I I 1 ---------- 1I I 1 ---------- 1I I

RUN AROUND CONE>>O F I II L I IN I ___ / __ / I N S E

STUDENTS WAITING FOR THEIR TURN H

22

Indiana AHPERD Journal

Indiana AHPERD Journal

DESCRIPTION: This physical fitness obstacle course uses four of the com­ponents in the AAHPERD Health-Related Physical Fitness Test used in elementary, junior high, and high schools. The components of health-related physical fitness are directly incorporated into the obstacle course.

Flexibil ity; specifically hamstring or lower back flexibi l ity, is demonstrated at the beginning of the obstacle course. Muscular strength and muscular endurance, specifical ly abdominal and arm/shoulder girdle strength and endurance respectively, is demonstrated at the curl-up and push­up stations. Aerobic endurance is an important component when students complete the obstacle course as many times or as teachi ng conditions wil l permit.

Body composition, though not directly an active component, can be i mplemented into the educational schema by using this or a simi lar state­ment: " . . . a student with a relatively low percentage of body fat, combined with good physical ski l ls and abil ities, should be able to complete the obstacle course several times quickly without undue fatigue."

Components of ski l l or ability-related physical fitness are also i mplemented into the obstacle course.

Reaction time is demonstrated after the student does the sit-reach stretch for three seconds. Upon hearing the signal "Go!" the student reacts as quickly as possible and begins the course. Running agi lity is shown as the student weaves through the cones. Leg power and leaping abil ity come into play as the student either leaps/jumps up to the stage, jumps down with both feet, and jumps or leaps the benches. Dynamic balance is needed to navigate the balance beam. Good muscular and movement coordination is needed with every station, and speed is essential to complete the obstacle course in the shortest possible time.

OBJECTIVE: To complete the obstacle course correctly, in the shortest amount of time possible, demonstrating good form in all components of health and skil l-related physical fitness.

WARM-UP: A good running and stretching warm-up should precede the obstacle course, and/or have students go through each station at quarter­or half-speed.

EXPLANATION: Two students start seated, feet towards the cones. Stretch­ing fingertips beyond their toes in a sit-and-reach stretch, holding for three

seconds, they wait for instructor's signal. Upon hearing "Go!" students get up as quickly as they can and run

around the LEFT or RIGHT side, depending on which side student is seated. Students must weave through the cones, carefu

.I not to touch or knock any

down. Seconds can be deducted for infractions. After running around the last cone, students CAREFU LLY jump or leap

up to the stage. If a stage isn't part of the gymnasium layout, allow for the next three stations to cover second half of the gym.

Once up on the stage, students get down in the curl-up position, arms crossed at chest, seat and shoulder blades flat on the mat.

The two students who are to go N EXT are judging form on curl-ups and push-ups. They are also counting. Good form is emphasized. The student at the curl-up station is also holding the feet. As the instructor, you should demonstrate the ski l ls fi rst, or have a student demonstrate, then have the students practice the stations.

Completing ten curl-ups, students get to their feet, jump or leap over the bench, and do ten push-ups. Completing those, students CAREFULLY j ump down, using both feet, onto a thick crash mat. Make sure to stress that the student bend knees to absorb the shock of the jump and extend the arms to the sides for added balance.

Upon landing, students navigate the balance beam on either the inside

Indiana AHPERD Journal 23

by Ted Sheck, Di rector Gait Analysis Laboratory

Dept. of Orthopaedics, Ri ley Hospital for Chi ldren

(You could be next! Send me your games.)

or outside track. Students must run on either inside or outside track of obstacle course, staying on-track the entire time.

Four benches are placed at a safe running interval, about ten feet apart. Benches can be jumped, leaped, hurdled.

The student who correctly completes the physical fitness obstacle course with the lowest infractions wins. Keep track of the lowest times and deter­

mine the best for gi rls and boys.

FORM: The sit-and-reach is done with the student seated on the mat with knees together. Student reaches with arms fully extended, reaching finger­tips beyond toes for three seconds. If incorrect form is shown, student must show correct form before beginning.

Good running agil ity form would be shown when the students ran through the cones in as straight a fashion as possible, running CLOSE TO but not TOUCHING the cones. The shortest distance between the sit-and­reach and the curl-up station is a straight l ine, so students should attempt j ust that.

Curl-ups are to be done with student lying on back, knees bent at no more than a 90 degree angle. Feet are at least 1 2" away from seat. Arms are crossed on the chest, hands on the front of the shoulders. Hands must stay in that position at all times.

Using only abdominal muscles, student pulls upper body from a flat position to an upright position, making a 90 degree angle with the spine in relation to the seat. When the upper body returns to its original position, the curl-up is counted. The seat must remain in contact with the mat. Students holding will hold ankles with their hands. Sitting or kneeling on performer's feet wi l l not be allowed. Correct form must be shown for each one or that curl-up does not count.

Push-ups are done in the front-leaning rest position, in which the body is supported, in a generally straight l ine, by the hands and toes. Lowering the upper body with the arms and shoulders, students increase the angle of the arms from fully locked and extended, 1 80 degrees, to a fully flexed position, 90 degrees. The performer cannot sag in the middle or raise seat in the air. Once again, correct form must be shown for all ten push-ups.

Good dynamic balance would be when the student covers the length of the balance beam completely without stepping off. Deduct one-half second for each step off the balance beam.

If a student knocks a cone out of its place, add one second for each

one. Knocking a cone completely over results in two seconds being added. If cone is knocked completely over, student must stop and right it. Use same format for benches.

MATERIALS NEEDED: 1 3-1 7 cones, 8-1 0 tumbling mats, five benches, two balance beams, and a space large enough to accommodate the obstacle course.

SAFETY: Safety is an extremely important factor whenever students move on, over, and around apparatus. Stress careful navigation of all the cones so students don't sl ip and fal l . Emphasize safe leaping, jumping, and land­ing ski l ls to and from the stage and when jumping, leaping, or hurdling the benches. Stress safety when students are moving over balance beams.

Place two tumbling mats, width-wise, at the sit-and-reach station, two at the curl-up and push-up stations, a larger crash mat if available for students landing after the push-up station, and mats underneath the balance beams and benches.

Obstacle courses are a fun and exciting way of exercising many dif­ferent muscle groups, measuring various components of physical fitness, and entertain ing large amounts of students. You can add your own ideas and variations into this health-related physical fitness obstacle course.

Spring 1 992

Legal Issues ...

A REPRINTED ARTICLE

You Said What About Whom ? Legal Guide to Writing Letters of Recommendation

by Ann Smith

Chair, Department of Physical Education Chadron State Col lege

David Stotlar University of Northern Colorado

This article is printed with permission from the Colorado Journal for Health, Physical Education, Recreation and Dance (CJOHPERD), Winter 1 990, p. 1 4- 1 6.

CJOHPERD is a publication of the Colorado Association for Health, Physical Education, Recreation and Dance,

c/o Sport About, 1 220 W. Elizabeth, Ft. Collins, CO 8052 1 .

Letters of recommendation are becom ing increasi ngly unrel iable as a means of eval uating candidates who are being considered for employment in physical education and coaching positions. A ch ief reason is that fre­quently, the content of a letter is not treated confidentially. As a result, many_ recommendations are written favor­ably, even though the candidate may be med iocre, or even u nqual i fied.

Litigation in the U.S . has increased tremendously in the last two decades. Educators writi ng negative letters of recommendation have become defen­dants in a number of suits. Students fre­quently ask physical educators and coaches to write recommendations for col lege appl ications, for scholarsh ips, and for employment. Col leagues who apply for employment at another school often ask th e i r cu rrent admin istrators and fel low teachers for letters of recommendation . But by complyi ng, the authors are exposed to possibly becomi ng the defendant in a defamation su it.

A recent example involved a high school basketbal l player in New York

Spring 1 992

who asked her coach to support her in obta in ing a basketbal l scholarship to Northeastern Un iversity. Her coach said that a recommendation would be sent, but fai led to do so. U pon enrol l­ing at Northeastern and inquiring about a scholarsh ip, the woman was in­formed that no letter of recommenda­tion had been received from her coach and that no scholarship would be awarded. She sued her h igh school and

coach for negl igence and breach of duty. The Court ruled that the school had no duty to provide such a service. Thei r comment was that if the courts were "to require schools and teachers to perform favors for students simply because they often do so, the practice of writi ng letters of recommendation would l ikely be el iminated altogether" (Hunt vs. Scotia and Glenville Central

H.S. District, 1 983) . Many lawsuits are fi led because a

person feels that h is/her reputation has been rui ned by the contents of a sup­port letter. As Nolte ( 1 983) pointed out, "Besides l icense to teach or administer, about a l l educators have is a reputa­tion. If that is destroyed in the minds of

24

reasonable people, an educator may have extreme difficulty in obtai n ing employment" (as cited by Gluckman & Zi rkel, 1 985, p. 90) . Whi le physical educators and coaches have a respon­sibil ity to the public to police thei r own ranks, they also must be sure that in doing so, they are not depriving some­one of a right to make a l iving by capriciously or mal iciously injuring their good name or reputation .

In attempting to understand the rights and l iabi l ities of educators in writi ng recommendation letters there are several laws that need to be understood. Defamation su its fal l under the area of tort law specifica l ly deal ing with defamation of character. For an individual to successfu l ly bring a defamation suit against someone, a derogatory communication (either ver­bal ly or in writi ng) must be made to a th i rd person. If the untrue statement is in writi ng, it is cal led l i bel; i f it i s spoken, it is cal led slander (Connnors, 1 98 1 ) .

Bel l ( 1 984, pg. 5) defines defama­tion as that which is "false and tends to harm the reputation of another as to

Indiana AHPERD Journal

lower h im/her in tbe esti mation of the community or to deter other persons from associating or deal ing with h im/her." Defamation of character has three elements: ( 1 ) There is an untrue statement; (2) It m ust d imin ish a per­son; and (3) There must be actual monetary loss.

There has been a shift in the court's approach to defamation suits. No

longer is truth the ult imate and absol ute defense. The courts.are now considering the intent of the statement. "If there is mal ice or an intent to cause harm, a defamation suit may be substantiated, whether or not the com­m unication at i ssue is true" (Connors, 1 98 1 , pg. 1 3 1 ) . Also, there is a trend toward requ i ri n g the plai ntiff to establ ish that the statements are untrue, rather than making the defendant establ i sh thei r truth. A 1 986 case l i mited th is to "matters of publ ic con­cern " and " m ed i a defendants " (Brown, 1 98 7, pg. 55). Surely, there i s a publ ic concern that educators who respond to requests for recommenda­tions should not have their speech inh i bited by fear of l ibel actions.

The basic defense wh ich can be used by phys ical educators and coaches to protect themselves in a l ibel suit is that their recommendation was a statement of truth. If the writer can prove the truth of h is/her statements, the plai ntiff cannot recover damages for l ibel .

Hett vs. Ploetz ( 1 963) is an exam­ple where bel ief in the truth of the statement comes i nto play. Hett sued Ploetz (the superintendent of the school where Hett had worked the previous year) when Ploetz wrote in a requested recommendation: "We feel that Mr. Hett is not getting the resu lts that we expected . . . ! personally feel that M r. Hett does not belong in the teaching field. He has a rather odd per­sonal ity, and it is rather difficult for him to gain the confidence of h i s fel low workers and the boys and girls with whom he works."

The court found that the superinten­dent's opinion was based upon recom­mendations from princi pals with whom Hett had worked. The principals

I ndiana AHPERD Journal

gave the fol lowi ng reasons for their recommendation that Hett not be reh i red:

( 1 ) H e l acks profess i o n a l competence;

(2) H is teaching is ineffective; (3) He shows immaturity for the

work; (4) He has unprofessional relation­

ships with the students; and (5) He has not arranged for parent­

teacher conferences. The court upheld dismissal of the l ibel action, stating that the recommenda­tion was "grounded on record and not upon mal ice."

Bel l ( 1 984) suggests that a recom­mendation written by an admin istrator is defensible if it is written " in good faith, without mal ice by one who is i n a position to evaluate the person, and is di rected to one who is legitimately interested in such information ."

Many employers today routinely ask for and obtain the employee's perm is­sion before releasing any information. They mistakenly bel ieve that with th is perm ission, the employee cannot later sue for defamation. These waivers are genera l ly worthless in defend ing against slander since the employee is not waiving the legal right to sue. Even if the employee waives the right to view the communication, cou rts tend to ignore such waivers and al low the employee to obtain these documents through traditional discovery tech­n iques during l itigation (Bel l , 1 984) .

While most l itigation is brought by people who sue former employers, educators are also sued by students. S im i lar guidel ines apply in th is situ­ation; the recommendations m ust be written in "good faith ." In the land­mark case of Lattimore vs. Tyler Com­mercial College ( 1 930), a Texas court upheld a j ury verd ict for a student. The President of Tyler Col lege, in response from a potential employer concern ing Mr. Lattimore, a student, wrote: "Mr. Lattimer did not complete any of h i s work in our school and h is work was very bad, indeed, wh i le he was with us. In fact, to be plain with you, he was arrested and put in jai l for steal ing a typewriter. He was one of the most un-

25

satisfactory students we ever had and we feel that you wi l l be very much disappointed should you give h im a place in your organ ization."

The evidence showed that whi le the student had been in trouble several ti mes with school authorities for miss­ing class, talking in class, and writi ng critical letters about school officials, he had not stolen a typewriter or ever been put in jai l . The evidence also showed that even though the President promised to correct the errors in h is recommendation after being con­fronted by the student, he had not done so. The appeals court upheld the ver­dict for the plaintiff stating, "If the Presi­dent was in any degree moved by mal ice in comm unicati ng th is false statement, the communication cannot be protected as privileged even though it be granted that the statement was germane to the occasion."

Tidwel l ( 1 986) suggests in add ition to making sure the information in a let­ter of recommendation is based on facts, educators can also l i m it the possibil ity of l ibel suits by reducing the chances that the student wi l l ever d iscover the contents of such letters. W h i le the Buckley Admendment (Fami ly Educational Rights and Privacy Act of 1 9 74) requ ires that education records of a student be open for inspec­tion by the student, the law exempts confidential recommendations and the statements of recommendations from the inspection requi rements if the stu­dent has signed a waiver of the right to access. The law requires that the stu­dent be notified of al l persons making confidential recommendations and the recommendations m ust be used only for the specific purpose for which they were intended. Educators can require students to sign a waiver or they also can simply refuse to write a letter of recommendation (Tidwell , 1 986) . The educator should be aware though, that even with th is waiver, should l itigation be brought, the communication can be obtained for use i n court (Bel l , 1 984) .

Even if physical ed ucators or coaches are successful in defending themselves i n court, a lawsuit is cost­ly in terms of time and legal fees.

Spring 1 992

Because�of the cost, many educators are rel uctant to write negative letters. Th is h inders the employment process, shelters the incompetent teacher or stu­dent, and may be responsible for poor or less-than-adequate employees. It has been suggested that for these reasons, and because the law affords protection, "letters of recommendation should not become exti nct; rather they should conti nue to be used as important employee eval uative tools" (Bel l , 1 984, pg. 8).

We offer the fol lowing guidelines to assist you in provid ing defensible recom mendations (Bel l , 1 984, pg. 9):

( 1 ) Never volunteer information. Respond only to specific employment or institutional inquiries and requests. Furthermore, before responding, it would be wise to telephone the inquirer to check on the val id ity of the request.

(2) Di rect a1 1 communication on ly to persons who have a specific need for that information.

(3) State in the message that the information you are provid ing is con­fidential and should be treated as such. Use qual ifying statements such as "pro­viding information that was requested" or "prov i d i n g i nformci,tion on ly because it was requested" or "pro­vidi ng information that is to be used for profess ional pu rposes on ly ." Sentences such as these imply that information was not presented for the purpose of hurting or damaging a per­son 's reputation.

(4) Obtain written consent from the employee or student, if possible.

(5) Provide only reference data such as "He was an average student," "She was careless at times," "He displayed an inabi l ity to work with others."

(7) For documentation, use specific statements such as "Mr. ---­received a grade of C-an average grade," Ms. - made an average of two errors each week," or "This spring,

Spring 1 992

four members of the work team wrote letters asking not to be placed on pro­jects with Mr. -."

(8) Clearly label al l subjective statements based on personal opin ions. Say, "I feel . . . " whenever making a statement that is not a fact.

(9) When provid ing a negative or potentially negative statement, add the reason(s) or specify the incidents that led you to th is opi n ion.

( 1 0) Do not answer trap questions such as "Would you reh i re th is per­son,?" Also, avoid answering questions that are asked "off the record"; in court there is no such th ing.

Fear of being sued has caused many physical educators and coaches to incl ude no substantive information beyond job title and dates of employ­ment in letters of recommendation for former employees or col leagues. By withholding such key information as an appl icant's employment h istory, performance record, and desirable or undes i rable work-re l ated charac­teristics, these educators are preventing prospective employers from maki ng informed h i ring decisions.

Physical ed ucators and coaches must real ize it is difficult for a person to win a defamation of character suit against a faculty member or admin is­trator. They must prove the statements were false, careless, reckless, or mal icious. Courts have recognized a publ ic concern that employers givi ng references should not be inh ibited by fear of lawsuits. The qual ity of an i n sti tuti on can suffer if it h i res unqual ified people because a former employer has been afraid to provide a negative recommendation. To stay with in the law, physical educators and coaches need to be sure that informa­tion in the recommendations they write is not motivated by personal malice; that it is factual, accurate, and job­related; and that it is substantiated by persona l experience or by written documents (Vander Waerdt, 1 987).

After becoming more aware of the laws governing defamation of character

26

and the court's interpretations of these laws in cases concern ing recommen­dation letters, you may sti l l be fearfu l of speaking out. If so, Thornton ( 1 987) suggests a means by which the letter writer can convey unfavorable infor­mation in a way that the candidate can­not percieve it or prove it as such . He calls it the "Lexicon of Inconspicuously Ambiguous Recommendations, " or LIAR. Here are a few samples:

( 1 ) To describe the candidate who is woefu l ly inept: "I most enthu­siastical ly recommend th is candidate with no qual ifications whatsoever."

(2) To describe a candidate who is not particularly industrious: " In my opinion you wi l l be very fortunate to get this person to work for you."

(3) To describe a candidate who is not worth further consideration: " I would urge you to waste n o time i n maki ng this candidate an offer of employment. "

(4) To descri be a candidate with lackluster credentials: "All in a l l , I can­not say enough good things about this candidate or recommend him too h ighly."

(5) To describe an ex-employee who had difficulty getting along with fel low workers: "I am pleased to say that this candidate is a former employee of mine."

(6) To describe a candidate who is so unproductive the position would be better left unfi l led: " I can assure you that no person would be better for this job." (pg. 42)

Thornton guarantees these phrases to be " l itigation proof."

Indiana AHPERD Journal

- - 1 1 1 1 1 1

I I I Book Review I l l

HAN DBOOK OF ENVIRONMENTAL HEALTH AN D SAFETY: PRINCIPLES AN D PRACTICE Second Edition

Volume II

Environmental health, as defil)ed by Koren, is the art and science of the protection of good health, the promotion of aesthetic values, and the prevention of d isease and injury through the control of positive envi ronmental factors and the reduction of potential hazards-physical, biological, chemical, and rad iological. Many teachers in public schools and col leges and universities, in particu lar those who teach courses in the fields of science, health, physical education, and home economics, devote time to the study of envi ron­mental health issues. Further, they prepare and del iver numerous lectures relating to envi ronmental health issues. This book is a great reference tool for publ ic school educators, and an excel lent text for environmental health related courses in higher education.

Further, this book and its companion wi l l be very useful to science teaching centers around the country as a reference and possible text for future science teachers in publ ic schools. It wi l l be very helpful in developing in-service education pro­grams for cafeteria and custodial personnel i n any business, hospital, or educational setting.

The Handbook of Environmental Health and Safety: Prin­ciples and Practice, Second Edition, Volume I I , is a must for the reference l ibrary in public l ibraries, publ ic school l ibraries, col lege and university l ibraries, and anyone with envi ronmental concerns. The manuscript is written· by an expert in the field and co-publ ished by the National Environmental Health Association. The detai ls found within the pages make this book a major information resource on envi ronmental issues in the 1 990s.

Vol ume I I of the handbook is designed to provide a com­prehensive, concise discussion of environmental health areas, including air qual ity management, solid and hazardous waste management, private and public water suppl ies, swimming areas, plumbing, private and publ ic sewage disposal and soi l s, water pol lution and water qual ity controls, and special problems. This volume wi l l prove to be a very valuable resource asset for san itation personnel (chapters 3-7), chemists and biologists (chapters 1-7), housing management professionals (chapters 2, 4, 5, 7, 9), custodians (chapters 4-7, 8, 1 0), recreation management professionals (chapters 4,7) safety and environmental management personnel (chapters 1 , 2), insurance risk management personnel (chapter 8),aquatic faci l ity managers (chapters 4, 7), sol id and hazardous waste management personnel (chapter 2), American Red Cross and Civi l Defense disaster personnel (chapters 2, 6,

I ndiana AHPERD Journal 2 7

7, 8), and public health personnel (chapters 1 -8), to name a few.

The book offers a broad spectrum of topics presented in a logical progression starting with a chapter outl in ing the air qual ity management, and carries the reader through envi­ronmental health emergencies, nuisance complaints, and special problems. It also describes "how-to" deal with environmental health concerns . . . . The extensive bibli­ography and comprehensive index provide inval uable guidance to al l uti l izing its contents. Though each chapter has a degree of independence, there is a common threq.d relating one to another.

A neat and un ique aspect of this book is that the current environmental health laws that relate to the specific subject matter can be found. This enables the reader to better under­stand his/her legal responsibil ities relating to envi ronmental health. It also el iminates many hours of tedious legal research.

Another positive qual ity is the uniform and consistent format design in the manuscript. Each chapter is outlined in the fol lowing way:

• Background and Status• Scientific, Technological, and General Information• Problem(s)• Potential for Intervention• Resource(s) • Standards, Practices, and Techniques• Modes of Survei l l ance and Evaluation• Control(s)• Summary• Research Needs

This book is neither an engineering text nor a com­prehensive text in each area of study. The purpose of th is book is to provide a solid working knowledge of each environmental health area with sufficient deta i l for practi­tioners as wel I as students.

As a text, th is book is suitable for basic courses in environmental health, envi ronmental pol lution, ecology, the environment and humans, and introduction to san itary science.

This is a much-needed update on current environmen­tal health issues and regulations presented in a thorough, con­cise, and systematic manner. It is, by far, the most practical and useable work on environmental health issues currently avai lable.

Spring 1 992

Herman Koren is Professor of Health and Safety, Di rec--tor of the Environmental Health Science Program, and Direc­

tor of the Supervision and Management Program I & I I at Indiana State University in Terre Haute, IN. Previous publica­tions include Environmental Health and Safety ( 1 974) and Basic SupeTvision and Basic Management, Parts I & II ( 1 987).He has_ been an outstanding researcher, teacher, consultant, and practitioner in the environmental health field, and in the occupational health, hospital, medical care, and safety fields.

PUBLISHED BY Lewis Publishers, Inc., 2000 Corporate B lvd., N .W., Boca Raton, FL 3343 1 . Cost $69.95

REVIEWED BY Thomas H. Sawyer, Professor of Physical Education, Director of the Center for Coaching Education, and Director of the Graduate Sports Management Program, I ndiana State University. He is the Editor of the Indiana AHPERD Journal and Newsletter, and a member of the Editorial Board for JOPERD, the American Al l iance for Health, Physical Education, Recreation, and Dance flagship journal .

Recipe for Writing an Article

b y Mary Beth Stanley West Terre Haute E lementary School

West Terre Haute, IN 47885

B ri ng many thoughts and ideas to a boi l . Add a variety o f sentences a n d characters. M i x together unti l wel l blended. Place i ngredients between a colorful cover, Spri nkle with m uch pride and enthusiasm. Serve at room tem perature to an attentive audience. Rec i pe w i l l serve many people, Especia l ly good when served to someone i n your fami ly or to a friend.

USE THIS RECIPE AN D . . .

OR

28 Indiana AHPERD Journal Spring 1 992

r

I A REPRINTED ARTICLE '

This article is reprinted with permission from The Reporter, Fall 1 990, p. 25. The Reporter is a publication of the New Jersey Association for Health,

Physical Education, Recreation and Dance, P. O. Box 8, Lincroft, NJ 07738.

Fitness for the Mostest Paula R. Zaccone-Tzannetakis, Ed.D. Seton Hall University South Orange, NJ 07079-2696

Physical Physical Education is learning to shoot, tumble, and prance, Gymnastics, athletics, and many kinds of dance. Physical education is performing both alone and together, In a variety of activities regardless of the weather: Always trying to gain distance and score, Adding strength to our repertoire.

Physical Physical Fitness is such a handy thing, When you feel like flying and have no wing'. We'll demonstrate our findings, and you will see . . . .That fitness is best for our bodies to be.

Agility Agility is moving with haste and with ease, Doing precisely what I please. I'll rush to and fro as I change direction, Resisting collision and the opponent's detection.

Haste makes waste when one lacks control, But movement with speed is an asset I'm tol'. With agility one can wiggle and squirm, But its the speedy bird who catches the worm!

Free range in movement is called "flexibility". It adds beauty to dance and prevents many an injury. As a safety measure, it's a fitting point, For did you ever see elastic sprain its flexible joint?

Balance is necessary to keep us from hurtin', And its everyday uses are obvious and certain. Balance has prevented many a fall . . . Without it in movement, we'd have no fun at all.

Hear that music? Move your feet! Rhythm is the ability to move with the beat. Could you imagine the pain in Mary's toes, If rhythm is missing from what her partner knows?

Moving in different directions with different parts: That s where coordination starts. Baby first learns to crawl with the left a nd the right, While the object ahead is the focus in sight. Later, she learns to bounce a ball, While using hands, eyes, . . . and that isn't all.

Indiana AHPERD Journal

Strength Strength is the ability to act against a force, With conditioned muscles acting as the source. Strength can be applied fast or slow, And its valuable to have from your head to your toe.

Endurance is performing strength over a long period of time. And it'll come in handy, should you become a victim of crime.

Muscular power power is strength of the explosive sort,

Needed in the performance of each and every sport. It is power that propels our bodies through space, And gets us a good start in whatever the race.

Well, friends, here's the message, now get it straight: In this checklist of fitness, "How do you rate?" Get adequate in all areas before its too late.

Think wisely of this message during the hours that you sit: "You can exercise your mind; you can sharpen your wit, But your person lacks completeness 'til you're physically fit!

The above rhyme was composed to promote understandings of the components of physical fitness among elementary and middle school students. It serves as a vehicle for discussion in lessons designed to instruct students in the various contributions of fitness to healthful living.

Students enjoy opportunities to create their own movements to demonstrate each component. It also allows viewers at assembly programs, and performances for parents and public to become familiar with each of the themes.

29 Spring 1 992

The world of sports . • •

A REPRINTED ARTICLE

G raduate Dual Preparation Programs in Business and Sport Management

by Sue Wh iddon

Professor and Graduate Coord inator Department of Exercise and Sport Sciences

U niversity of Flordia Gai nesvi l le, FL 3261 1

This article is printed with permission from the JOPERD (Journal of Physical Education, Recreation and Dance), March 1 990, p. 96-98. JOPERD is a publication of the

American Alliance for Health, Physical Education, Recreation and Dance,

The m ultib i l l ion dol lar busi ness of sport demands competent managerial professionals who are equipped with busi ness ski l ls as wel l as a thorough understandi ng of the field. I nd ividuals moving into "upper echelon" positions in these fields are l i kely to possess advanced degrees i n sport/leisure management or busi ness (Wendel, 1 988). Col leges and un iversities m ust meet the chal lenge of preparing these professionals by designi ng comprehen­sive preparatory programs.

In the past, graduates of sport management programs have often been i I I-trained for the managerial and bus i n ess-re l ated respo n s i bi I i t i es ind igenous to their positions. On the other hand, most busi ness admin i stra­tion programs have not provided their students with a sufficient understand­i ng of the ro le, organ izat i ona l mechanisms, and multiple facets of the sport programs with which they may choose to associate professional ly.

An approach to meeting the pros-

Spring 1 992

1 900 Association Drive, Reston, VA 2209 1 .

pective sport manager's need for dual­ity in preparation is through program articulation between col leges of busi­ness and col leges/departments of sport and exercise sciences with in the insti­tution. At some i nstitutions, it is a com­mon practice to al low students in both col leges to take a token approved course or two from the non-major col­lege to i ncrease their understandi ng and strengthen thei r credentials. Cur­rently, however, only a few concurrent degree programs exist in th is country. The dual degree approach general ly provides a more com prehens ive preparation than the simple degree cur­ricu lum, although additional program­matic demands may be placed on the student.

FEASIBILITY OF THE D UAL

DEGREE APPROACH

To determ i ne the desi rabi l i ty and practical i ty of offeri ng concurrent graduate degrees in business and sport

30

management, program admin istrators shou l d co n s i der the fol l ow i n g questions/issues:

( 1 ) Is there a need for managers with dual credentials in busi ness and sport management?

(2) How do potential employers perceive the job market for grad uates of dual degree preparation programs?

(3) What would be the entry-level salary for dual degree recipients? (Con­cern: Would salary be commensurate with additional demands of the program?)

(4) Regard ing curricu lum, what would be the suggested content areas for the preparation program?

(5) If a concurrent degree program is warranted, how would it be articu­lated and admin i stered by the two i nvolved col leges?

Employer's Responses. In an attempt to exami ne the need for and marketa­bi l ity of graduates with dual Master of

Indiana AHPERD Journal

'-

--.. •"

--- -

B usi ness Adm i n istration (MBA) and Master of Science (MS) in Sport Management degrees, a questionnaire was sent to 1 00 randomly selected un iversity NCAA Division I athletic programs, major sport product corpora­tions, and professional sport franchises. (The 294 NCAA Division I ath letic associations were selected as the major survey population due to their large number of sport managers employed. The remain ing 5 1 0 NCAA member i nstitutions and schools affi l iated with other associations offer s im i lar but often fewer positions [NCAA Memberships Office, personal com m u n icat ions, September 1 0, 1 988].) Although the return on the survey was relatively low (2 7%), some relevant i nformation was extrapolated from the fi ndings:

• Forty-two percent of the respondinginstitutions placed a h igh priority (rati ng of four or five on a five-point Li kert Scale) on attracting a graduate with dual qual ification in business and sport management. This indicated that prospective employers recogn ize the special qual ifications of the dual degree recipients and the potential value of these i nd ividuals to their organizations. • Forty-four percent reported inten­tions of employing appl icants with dual credentials in busi ness and sport management with in the next two years. • Over 75% of the responding organi­zations expressed a wi l l i ngness to accept student i nterns for their i ntern­ship training, with the potential for hi r­ing outstanding students when posi­tions are avai lable. • Regard i ng entry-level salaries, themajority of the respondi ng i nstitutions would offer the dual degree graduates compensation i n the range of $20,000-$30,000 for their services. • General ·comments supported theneed for sport admin istrators to under­stand marketing techniques. Other com ments i ndicated an employees' upward mobi l ity with i n the organ iza­tion was often contingent upon h is or her knowledge of current busi ness procedures.

Indiana AHPERD Journal

TABLE 1 . Sample Master of Business/Master of Exercise and SportScience Dual Degree Program

MBA Coursework:

CREDIT COURSE 2 Computer Concepts in

Business 2 Financial Accounting 1 Problem Analysis and

Presentation I Problem Analysis Presentation I I

3 Financial Management 3 Operations Management 4 Intro. to Managerial

Statistics 3 Organizational Behavior 3 Economics of Business

Decisions 3 Managerial Accounting3 Marketing Management 3 Business Policy 3 International Business

Restricted Electives (designated for this program)

3 Evaluation Procedures (Quant. Electives)

Concentration 3 Research Methods** 3 Sport & Fitness

Management** 3 Sport Fitness &

Marketing

Electives Variable Non-Concentration

Electives Variable Non-concentration

Electives

Total: 49 plus electives, minimum-55

MS Coursework:

CREDIT COURSE 3 Research Methods 3 Sport Management 3 Business Policy** 3 Financial Management** 3 Organizational Behavior** 3 Historical Perspectives of

Sport OR

3 Interpretation of Sport 3 Sport Finance & Marketing 3 Sport Law

Restricted Electives 3 semester hours in 5000 or

higher level courses within the Department of Exer­cise and Sport Sciences

Internship 6 semester hours credit for

one semester

Total: 34 semester hours (minimum) of graduate credit

** Course to be accepted by College of Business Administration for credit toward the MBA degree and by the College of Health and Human Performance for credit toward the MS degree.

Prerequisites: Foundations & Principles of Athletics, Administration of Athletic Programs, Marketing, Sport Law, Computing, Accounting

Content of the Curriculum. I n developing a proposed dual degree curriculum, consideration was given to the resu lts of the survey, communica­tions with admin istrators of the MBA program at the U n iversity of F lorida, and NASPE's Proposed Accreditation Standards (Masters) Curricu lum i n Sport Management (NASPE, 1 988). The latter suggests th ree major areas of preparation: foundational ( including undergraduate accounting, marketing, management, computer science, sport marketi ng, sport law, sport manage­ment, and sport foundations); research application (advanced sport law, sport m a rket i ng , sport manage ment,

3 1

resource development); and field experience.

An examination of current curricular offerings through a review of 29 ran­domly selected grad uate professional preparation programs and 39 under­graduate programs i n sport manage­ment revealed a common i ntent to combine a min imal knowledge of business theory with knowledge of the sports i ndustry. Frequently offered courses i ncluded faci l i ty management, accounti ng, managerial econom ics, fi nance, law, and personal adm i n is­tration.

Table I i l lustrates a sample dual degree MGA and sport management

Spring 1 992

curric-ulum. The only mod ification is the al lowance of n i ne credits of approved coursework offered through one department to be credited toward the other department's degree. Less the n i ne semester credit hours, the stu­dent's program wou Id conta in the min imal coursework requirements for each of the two establ i shed degrees. The appointment's m i n imum number of credit hours for completion wou ld be 7 1 .

Cou rses i n the sport management degree program concentration include Research Methods (the design, imple­mentation, analysis, and reporti ng of research findings), Sport Management (faculty management, i ssues, publ ic relations, organ izational procedu res and management theory, program dev­elopment), H istorical Perspectives of Sport or I nterpretations of Sport (sociological aspects of sport), Sport F inance and Marketing (economic, social, and pol itical forces, marketi ng strategies, financial principles), and Sport Law (arbitration, tort, contract, anti-trust, and labor law) .

This proposed i nterdiscipl inary pro­gram i ncl udes a one-semester resi­dency req u i rement in the fie ld . Recogn ized by most adm i n istrators as an imperative part of the total educa­tional experience, the i nternsh ip not only al lows for "hands-on" application of knowledge and ski l l s, but i ncreases the student's vis ibi l ity through con­tacts which may lead to future job placement.

PROPOSED GUIDELINES FOR IMPL EMENTING THE PROGRAM

Regard i ng the articu lation and adm in i stration of the dual degree pro­gram, the fol lowi ng gu idel i nes are suggested:

( 1 ) Although registered through the Col lege of Health and H uman Perfor­mance the students would be requi red to meet the adm ission standards of both col leges.

(2) Students who al ready have earned either degree would not be

Spring 1 992

eligible for admission to the concurrent degree program.

(3) Students wou ld be requ ired to mai ntain a satisfactory cumulative overal l grade poi nt average in each degree's coursework.

(4) A maximum of s ix semester hours of graduate work could be transferred from another institution or program by petition provided the grade was "B ' or h igher.

(5) Students would have two super­visory comm ittees, one from each col lege.

(6) Comprehensive final exam i na­tions for both col leges would be required.

(7) Students would be rewarded both degrees upon completion of the program .

Adm i n i strat ion of profess ional preparation programs in sport manage­ment m ust continual ly explore chan­nels to meet the contemporary needs of our profession. The dual masters degree program i n busi ness and sport/le isure management is one approach to developing more qualified professionals for careers in ath letics and the commercial sport i ndustry.

In consideri ng the implementation of a dual degree program, however, attention should be given to several potent ia l art i cu lat ion prob lems, i ncl uding:

(1 )Phi losophical differences regard­i ng the purpose and perspective of the preparatory programs may exist be­tween the two col leges/departments. These differences m ust be recogn ized and understood if the plann ing process is to be effective.

(2) Requ i rements and standards for admission, i .e., grade poi nt averages and test scores, may differ substan­tial ly between the two programs. This wi l l compl icate the admission pro­cedure and restrict the number of can­didates who qual ify.

(3) Graduates of MBA programs con­sistently earn higher entry-level salaries than their master's level counterparts i n sport management. Since average entry-level salary of graduates is a

32

criterion i n the rati ng of graduate pro­grams i n busi ness, a combined pro­gram may affect the MBA department's rating. The cost effectiveness of the dual degree which requ i res additional coursework and expense may be ques­tioned by MBA adm i n istrators and students.

Despite these concerns, i nvestiga­tions have revealed a general desi ra­b i I i ty and seem i ng l y optim i sti c employment prospects for graduates w ith d u a l q u a l i f i cat i o n s . I nter­discip l inary cooperation between col­leges of business and physical educa­tion/human performance cou ld pro­vide a strong program of study which concurrently benefits students from both discipl ines.

REFERENCES Wendel, T. ( 1 988, April 25) "The Academic

Approach to Sports," Sports, Inc., 1 8-2 1 . NASPE. ( 1 988) Accreditation Standards (Mas­

ters) Curriculum in Sport Management (Draft

1), unpubl ished manuscript.

Indiana AHPERD journal

J RFH

Publication of the American Alliance for

Health, Physical Education, Recreation and Dance

Reston, Virginia Fall 1991

Indiana AHPERD Journal

I ndiana J RFH Coordinator J i m Zeiger

2 5 5 7 Lafayette Columbus, I N 4720 1

(81 2) 3 79-492 1

J ump for the Healthof It: New Twists

It's out. The sequel has been made, and it's now showing. Last year's big adventure movie? No, better. It's New Twists, the sequel to 1989's enor­mously popular Jump for the Health of It, Every Body Can instructional package. New Twists is de-signed for use by teachers and jumpers who are ready to move beyond the basics, which were covered in Every Body Can.

The American Heart Association and the American Alliance for Health, Physical Education, Rec­reation and Dance share a common con­cern about the poor fitness lev­els of America's youth. Working together they have addre s s e d this problem through the Jump Rope for Heart Program and these educational packages.

The New Twists instructional kit is similar to the 1 989 Every Body Can package because it uses a progression

33

of skills and participation methods; it begins its progression where the 1989 kit ended. The New Twists kit contains a 1 6-page Teacher's Guide that contains information on equip­ment and surfaces, offers suggestions

for approaches to teach-ing, and p r o v i d e s

t e a c h i n g hints and skill de­scriptions. The kit also contains a 23-minute

video and two wall

charts. For infor­

mation on obtaining an

educational p a c k a g e ,

c o n t a c tyour local American H e a r t

Association or write to:

Jump Rope forHeart, AAHPERD,

1 900 Association Drive,Reston, VA 22091 •

Spring 1 992

Teacher education issues ...

A REPRINTED ARTICLE

An Analysis of Preservice Teacher Trainee Teaching Concerns Across Time

by John W. Jones and Wi l l iam J . Meadors

Department of Physical Education Western Kentucky U niversity

Bowl ing Green, KY 42 1 01

This article is printed with permission from the KAHPERD Journal, Spring 1 99 1 (27:2), pages 49-50. KAH PE RD journal is a publication of the Kentucky Association for Health, Physical Education, Recreation and Dance,

Department of Physical Education, Western Kentucky University, Bowling Green, KY 42 1 0 1 .

The purpose of th is study was to analyze the impact, if any, of a teacher trai n i ng program upon the teaching­related concerns of physical education teacher trainees as measured by the Ful ler's Teachi ng Concerns Checkl ist (TCC).

The TCC is a 56-item Likert sealed instrument developed by Ful ler ( 1 974). Th is instrument identifies the fol low­ing teach ing-related concerns:

( 1 ) adult-oriented self-concerns; (2) pupi I-oriented self-concerns; (3) instructional task concerns for

total group; (4) instructional task concerns for

begi nn ing group; (5) classroom d iscip l ine concerns; (6) academic impact concerns; (7) envi ronmental impact concerns;

and (8) overa l l concerns.

Ful ler postulated that as teachers gain experience thei r concerns would move from self from impact.

Wh i le studying a teaching concerns

Spring 1 992

of preservice teacher trainees, Ful ler ( 1 969) found that the preteaching phase (before trainees had contact with students) seemed to be a period of non­concern wh ich changed to a concern for self duri ng the early teachi ng phase (student teaching). Adams, Hutch inson and Martray ( 1 980) found adult and student self-concerns in add ition to concerns involvi ng i nstructor, d isci­p l ine, student learn i ng and well-being in their study of preservice teacher con­cerns. They also d iscovered that the least experienced inservice teachers had more concern for self than the more experienced teachers. S i lvernai l and Costello ( 1 983) studied the impact of student teaching and internsh ip pro­grams on elementary teacher trainees. They found that, even though these preservice teaching experiences did not change their concerns, they did maintain a high level of concern for the i ndividual academic and emotional growth of students. McBridge, Boggess and Griffey ( 1 986) studied the con­cerns of 30 experienced physical education teachers. They identified

34

concerns in the areas of coping and instruction, with a weaker concern for gymnasium routi nes. Wendt and Bain ( 1 989) found that both self and impact concerns were h igher for a preservice group of physical education teacher trai nees than those of an inservice group of physical education teachers. Therefore, the experienced teachers d id not demonstrate the sign ificant increases in concern for impact as Ful ler's developmental theory hypo the sizes.

Even though there are some d is­crepancies in the l iterature, the findings seem to support the position that preservice and early i nservice teachers have greater concerns for self and managerial responsib i l ities than do more experienced i nservice teachers.

DATA COLLECTION PROCEDURES AND ANALYSIS

Freshmen entering the Physical Education Teacher Program (PETEP) i n the fal l semesters of 1 983, 1 984, and 1 985 were asked to complete the

Indiana AHPERD Journal

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Ful ler's Teacher Concerns Checklist. Those students who remained at Western Kentucky U niversity and com­pleted the PETEP requ irements were, during the last three weeks of the stu­dent teachi ng experience, again asked to complete the checkl ist. The total number of students completi ng the Ful ler's Teacher Concerns Checklist upon enteri ng the PETEP program as a fi rst semester freshman and during the latter stages of the student teaching experience was 23.

The pretest/posttest experimental design was used for this study. Data was statistical ly analyzed uti l izi ng the "t" test or correlated means. The physical education teacher trainees' scores on the Ful ler's TCC duri ng the freshman year were compared with their scores during the latter stages of thei r student teaching experience. Each of the seven concerns areas and the overal l concerns were analyzed i ndi­vidually in th is manner. Table 1 shows that there was only one statistical ly sign ificant change in the preservice teacher trainees' teaching , concerns across time. The pupi l-oriente,d self­concern was less for trainees com­pleti ng the student teaching experi­ence. The remain i ng concerns in-

e lud ing the overal l concerns category were non-sign ificant even though the student teach i ng mean scores were lower for al l concerns with the excep­tion of task concerns (I) and (D).

CONCLUSION

The fi ndi ngs of th is study seem to support those of other studies (Wendt and Bai n, 1 989) which suggest that preservice teacher trainees focus more on self and impact concerns (see Table 2). Also, these rankings possibly reflect the PETEP focus at Western Kentucky University. The fact that Academic I mpact Concern (A) ranked number one with both freshmen and graduating seniors could be the result of the con­stant emphasis on provid ing appro­priate learn ing experiences for ch i ldren of al l ages in the curriculum and i nstruction classes. The lower rankings given self concerns (A and P) possibly reflect early (second semester freshman year) and abundant (approximately 200 contact hours prior to student teaching) field experiences th roughout the pro­gram. These field experiences may also explai n the h igher ranki ngs of Task Concerns (I and D) and Impact Con­cern (E).

REFERENCES

Adams, Ronald D., H utchison, Sharla, and Martray, Carl. "A Developmental Study of Teacher Concerns Across Time," paper presented at AERA Annual Conference, Boston, MA, April 9, 1 980, 29 pages.

Ful ler, Frances, F. "Concerns of Teachers: A Deve l opmental Con ceptua l i zat i o n , " American Educational Research Journal,

March 1 969, pp. 207-226. George, A., Borich, G., and Ful ler, F. Progress

Report on Research on the Teacher Con­

cerns Checklist, Research and Development Center for Teacher Education, The U niver­sity of Texas at Austin, 1 974.

McBride, Ronald E., Boggess, Theresa E., and G riffey, David C. "Concerns of l nservice Physical Education Teachers as Compared with Ful ler's Concern Model," journal of

Teacher Education, 1 986, pp. 1 49-1 56. Si lvernai l , David L., and Costel lo, Mel issa H .

"The Impact of Student Teaching and Intern­ship Programs on Preservice Teachers, Pupil Control Perspectives, Anxiety Levels and Teaching Concerns," Journal of Teacher

Education, J uly-August 1 983, pp. 32-36. Wendt, Janice C., and Bain, Linda L. "Concerns

of Preservice and lnservice Physical Educators," Journal of Teaching Physical

Education, 1 989, pp. 1 77-1 80.

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35 Spring 1 992

A REPRINTED ARTICLE

Training Teachers­A Cooperative Effort

by Barbara Ewens Cusimano

Assistant Professor, Department of Physical Education Oregon State U niversity

Corral l is, OR 973 3 1

This article is printed with permission from the JOPERD (Journal o f Physical Education, Recreation and Dance).

March 1 990, pp. 8 1 -84. JOPERD is a publication of the American Alliance for Health, Physical Education, Recreation and Dance,

1 900 Association Drive, Reston, VA 2209 1 .

The teacher training program desribed here is highly successful. It offers the

elementary children of the district an opportunity to participate in an exciting

physical education program taught by motivated teachers, and provides jobs each

year to promising graduates eager to work at the elementary school level.

D uring a professional prepa­ration meeting held at the AA HPERD Convention in

Las Vegas ( 1 987), a panel of pre­sentors discussed a variety of topics, from scree ning und ergraduate teacher candidates to selecting and working with cooperating teachers. One of the topics discussed was the d i fficulty of p l acing student teachers with qualified cooperating teachers who possess master teacher qual i ties and w h o consistently model e ffective teaching tech­niques. From t h e concerns ex­pressed by panel me mbers and those in attendance, this problem appears to be widespread.

The im portance of a q u ality place m e n t i n which student teachers will see appropriate role models and be able to practice sound instructional techniques can­not be overemphasized. According

Spring 1 992

to research in teacher preparation (Paese, 1 985), student teachers are likely to teach like their cooperating teachers even if the approach con­tradicts what they have learned in college classes. Teacher training in­stitutions have a responsibility to students and to the profession to provide the best student teaching experience possible. A quality expe­rience is more likely when univer­sities work with public schools as partners in teacher training.

Here, an outstanding cooperative teacher preparation effort between a subu rban school district and the neighboring state university is high­lighted. This successful curriculum (Pangrazi & Dauer, 1 989) received national recognition when it was honored with the Educational Pace­setter Award from the President's National Advisory Council in Wash­ington, D.C. Further evidence of its

36

success is the number of school dis­trict representatives who come from around the country each year to ob­serve the program i n action. Cur­rently, school districts in over 20 states are implementing various as­pects of this curriculum. While this partnership focuses on elementary

· school teacher p re paratio n , i tshould b e noted that the university graduates from this program are certified K- 1 2 with student teaching and p racticu m experiences a t elementary and secondary schools.

The partnership The unique partnership started

15 years ago when a university fac­ulty member began working as a consultant in a neighboring school district to d esign an elementary school p hysical education c u r­riculum. Initial meetings were held with the district assistant superin-

Indiana AHPERD Journal

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tendent, principals, and elementary school physical education teachers. (There were only four elementary school physical education teachers at the time . ) These meetings sparked interest and provided the foundation for the curriculum. A pilot project was implemented in one school the first year. Followingthe success of that pilot, the pro­gram was expanded to the entire d istrict . To assure proper i m ­plementation of the curriculum, the d istrict hired elementary school physical education specialists and a district supervisor. At the onset of the program, the school district also agreed to the following respon­sibilities: 1 . Adopt the elementary school

physical education· curriculum (Pangrazi & Dauer, 1 989) . The district has grown to include 40 elementary schools ranging in enrollment from 600 to 1 ,000 students.

2. Hire an elementary school physi­cal education supervisor with the authority to screen all job appli­cants, hire and evaluate elemen­tary school physical educationteachers in conjunction with theprincipals, and generally be re­sponsible for the overall quality and consistency of the program .

3 . Build multipurpose rooms suita­ble for physical education classes in all elementary schools. Addi­tional concrete teaching stations have been added as school en­rollments increased, and a need arose for a second physical edu­cation teacher at most schools.

4. Purchase and maintain physicaleducation equipment to supportthe broad base of activities in­cluded in the adopted cur­riculum. One piece of manipula­tive equipment is available foreach child along with varioustypes of apparatus, includi ngclimbing ropes, six balance-beam benches, and 12 jumping boxes per school to allow for maximumparticipation.

5. Establish and follow standardprocedures for scheduling nomore than nine 30-minute classes per day with five minutes be­tween classes. All classes aresingle classes of 25-30 students and meet twice a week.

6. Allow regular placement (at the discretion of the elementaryschool physical education super-

Indiana AHPERD Journal

visor and the university consul­tant) of student teachers with masters teachers within the dis­trict.

7. Hire teachers who have beentrained to teach the curriculum when new positions becomeavailable. The district each year has hired the top graduates from the local university. When out­of-state teachers are hired, theyare required to take the elemen­tary school physical educationgraduate course within the first year of their employment.

The general commitment from the university, consistent with the mission statement, was to provide quality undergraduate and graduate educational experiences. More specifically, the university and the physical education department have supported the efforts of the faculty member serving as consul­tant to the school district through specific curricular changes. The fol­lowing steps have been taken to support the partnership: 1 . A curricular emphasis in elemen­

tary school physical education was developed at the u nder­graduate level. All students are i ntroduced to the same cur­riculum and instructional tech­niques used in the school district.

2. A practicum field experience, inwhich students are placed in theschools to observe and participate in a physical education setting, is required during the junior year.

3. Active support has been given by the college o f education for elementary school physical edu­cation student teaching place­ment within this district to ensurea quality experience.

4. The university consultant con­ducts monthly inservice educa­tion programs within the district.

5. Opportunities are available for continued professional growth through graduate courses, teach­ing research, and degree pro­grams.The real strength of this program

comes from the close cooperative re­lationship between the university consultant and the school district supervisor. The foundation for this model is their continued commit­ment to promote and maintain qual­ity instruction in a well-organized curriculum.

37

Developing and maintaining quality

Improving teaching skills within the district is a planned objective of this partnership. Two examples of professional development pro­grams are inservice meetings and systematic teacher observation.

Monthly inservice sessions. These sessions are held in the district and conducted by the university consul­tant and the district supervisor. Their dual purpose is to bring teachers together to introduce and/or review future lessons and focus on effective teaching and management techniques. Teachers within the district look forward to these activity-oriented sessions. They come to share ideas and frus­trations and to discuss upcoming special events such as field days and physical education demonstrations. They leave feeling motivated, re­freshed, and ready to meet the chal­lenge of the future lessons.

Systematic teacher observation. A second technique to promote pro­fessional development through the improvement of teaching skills is the regular interaction and feedback provided by the district supervisor. All teachers are formally observed twice and videotaped a minimum of once a year. After the first formal observation, each teacher meets with the supervisor to design a per­sonal growth plan. This plan evolves from the agreed-upon needs of the teacher resulting from the initial ob­servation, and helps the teacher set yearly goals. With each subsequent observation, the district supervisor provides specific feedback based on systematic observation techniques. Following the videotaped observa­tion, each teacher views his/her in­dividual tape, responds to a self­assessment inventory, then meets with the district supervisor to dis­cuss the lesson. Progress toward completion of the growth plan is discussed and evaluated through­out the year.

These two planned experiences provide continued professional growth for the district teachers and ensure the availability of master teachers for the placement of stu­dent teachers from the university.

Benefits While the school district and the

university have provided the means for the development of this cooper-

Spring 1 992

5. The school district must identify a liaison from the district with authority to direct the curriculum. While the partnership described here has one full-time supervisor, this may not be realistic for some districts. It is important, however, to identify one supervisor, even if part-time, with overall responsibility for the quality of the program. Currently, three smaller districts in the same geographic area are successfully implement­ i ng this curriculum. Each has identified one elementary school physical education specialist as supervisor and has given that person release time for supervision and administrative responsibilities.

ative training program, the univer­sity faculty, district teachers, and college and elementary students have all contributed to- the success of, and have greatly benefited from, the partnership. .

University f acuity members. The um­versity faculty member, who is also the curriculum designer, benefits from the ongoing field testing of the curriculum which has led to con­tinued modifications of the pro­gram. Daily involvement in the "real world" of teaching has been an addi­tional benefit for the curriculum de­signer.

Elementary school physical education specialists. The elementary school physical education specialists, who are the facilitators of the program, take pride in their teaching and are encouraged to have input in the continuous curriculum evaluation. They are extremely important to the success of the program and con­tribute greatly to the training of new teachers. These specialists have also benefited personally through con­tinued professional development. For example, three former teachers are presently elementary school principals and a fourth is the first female high school principal within this large metropolitan district. Two have completed doctoral degrees and presently teach at major univer­sities. Approximately 75 percent of the teachers have completed or are currently working on other graduate degrees. Many are regular clinicians for professional work­shops, serve as officers in the state professional association, and con­tribute articles to the state profes­sional journal (e.g., Hogan, 1 979; Petray , 1 97 9 ; Raxter, 1 98 5 ;

( : u s i m a 1 1 0 & Raxter, 1 987). Theseelementary school physical educa­t ion specialists provide outstanding role models for future teachers.

Physical education undergraduate .1turlenL1 . The physical education un­de rgraduate students in teacher preparation visit the district schools to observe teachers and participate i 11 classes where the theories and methods taught at the university are successfully implemented. While student teaching, each student works with kindergarten through sixth-grade children and completes a closely supervised semester-long experience (Pangrazi & Petersen, I 982). Most graduating seniors de­siring an elementary school position

Spring 1 992

Essential ComponentsBased on the success of the model presented, some basic ground

rules must be agreed upon prior to the project: 1 . The school district and/or the university must acknowledge a need

for change and demonstrate a sincere long-term commitment to develop­ing a quality program.

2. The u niversity must demonstrate commitment to the partnershipthrough the training of quality teachers and the willingness to provide ongoing inservice education for district teachers.

3. The school district must be willing to accept a specific district-wide curriculum and be committed to maintaining the quality of that curriculum.

4. The university faculty and the district supervisor must be flexible and willing to accept ideas and learn from the experiences of the district teachers and the university student i nterns.

are hired locally. Elementary children. The elemen­

tary children in every school of the district are assured a quality physical education program taught by highly motivated and well-trained teachers.

Research opportunities. The re­search opportunities resulting from this cooperative effort are an addi­tional benefit for university faculty, graduate students, and school dis­trict personnel. Researchers have worked with the district to complete a variety of studies focusing on biomechanics of running (Petray & Krahenbuhl, 1 985), physical fitness (Has tad & Pangrazi, 1 983; Pangrazi & Wilcox, 1 979), analysis of teacher behavior (Cusimano, 1 987; Morgan & Pangrazi, 1 987; Morgan, 1 988; Cusimano & Morgan, 1 989), and ef­fective classroom management (Darst & Pangrazi, 1 98 1) . Mutually beneficial research studies continue in related areas.

Getting started The introductory meeting. In any

partnership, someone must initiate the action and all those involved must be willing to take chances and make changes. The university fac­ulty member might begin the pro­cess by contacting the administrator in charge of curriculum and instruc­tion within the school district. The

38

school district personnel interested in change would contact the univer­sity facu lty involved in teacher preparation within the specific de­partment of physical education or the college of education, depending on the structure of the university. Whether the initial action comes from the school district or the uni­versity, it is important to recognize the need for change. Additional topics for an introductory meeting might include a review of the impor­tance of physical activity to physical and mental health. program philos­ophy, long-term program goals, and the important role of the cooperating teacher in teacher preparation, and the needs of the district teachers for continuing edu­cation.

Program evaluation. If consensus can be reached on these areas, the existing programs must be evalu­ated and compared to the agreed­upon philosophy and goal state­ments. It is important to critically review curriculum content, teacher delivery skills, and student learning. Vogel and Seefeldt ( 1 988) have de­veloped a guide for program design which might be used as a basis for the district program evaluation . The university program review should include a careful look at how well the graduates are prepared, the contribution of field experiences to

Indiana AHPERD Journal

the district program, and supervi­sion techniques which benefit prac­ticum students and district teachers.

Discussion and exploration. Follow­ing program evaluation, meetings to discuss and explore alternatives should include teachers, adminis­trators, and university representa­tives. The individuals selected to work through this process are ex­tremely important. They must be well respected and trusted by col­leagues and genuinely interested in improving the current model. Pay­ment for teacher release time might come from district funds or cur­riculum development workshop credit from the university. Extra in­centives for teacher involvement in­clude the opportunity to create a unique school physical education program in partnership with a uni­versity teacher preparation pro­gram and the understanding gained from such an experience.

Developing a proposal. The first re­sponsibility of the committee might be to develop a proposal identifying the need for change, specific long­term goals , suggested program guidelines, procedures .for im­plementation, and methods of on­going program evaluation. This proposal should include a timeline and provide direction for the partnership. The initial phases of this project will take a concentrated effort. One approach might be to gather for a three-day retreat or to work for a week prior to summer vacation or just before the school year begins.

Selecting a curriculum. Selecting a curriculum to meet the needs of the district is the next major task. This can be accomplished by accepting or modifying current model programs or creating a new curriculum based on curriculum goals identified by experts and supported by current literature. Administrative support and approval of the final cur­riculum signals the beginning of the implementation phase.

The program should be piloted at one school to provide a testing ground to refine the curriculum and enhance future success. Once the pilot project has been evaluated and the curriculum modified (if necessary), the district supervisor and university consultant are re­sponsible for i ntroducing the adopted curriculum to teachers through inservice education and

Indiana AHPERD journal

regular supervision of individual teachers.

The model program described here is highly successful. It offers the elementary children of the dis­trict an opportunity to participate in an exciting physical education pro­gram taught by motivated teachers.The rapidly expanding district provides jobs each year to promis­ing graduates eager to work at the elementary school level. These new teachers are assured an opportunity for continued professional growth and eventually will contribute to the preparation of future teachers.

Professionals involved in teacher preparation recognize the impor­tance of quality field experiences (Locke, 1 97 9 ; Paese, 1 984; Schempp, 1 985), yet few institutions can guarantee such an experience. With this cooperative effort be­tween school district and university, a high quality experience is possible. Those who develop programs such as this one should be applauded by all professionals seeking to improve the process of preparing teachers.

The author wishes to recognize Robert P. Pang;razi, professor, Arizona State University, and Gene Petersen, district supervisor, Mesa Unified Public Schools, Mesa, Arizona,for their continued profes­sional commitment toward this cooperative effort.

References Cusimano, B. E. ( 1 987). Effects of self­

assessment and goal setting on verbal behavior of elementary physical edu­cation teachers. journal of Teaching in Physical Education, 6(2), 1 66- 1 73.

Cusimano, B . E . , & Morgan, D. H.( 1 989, March). Comparison of time use by first-year and experienced elementary physical education teachers. Paper pre­sented at the meeting of the North­west District of the AAHPERD, Boise, Idaho.

Cusimano, B . E . , & Raxter, L. M .( 1 987). Planning a successful student teacher experience. Arizona journal of Health, Physical Education, Recreation, and Dance, 28(2), 7-8.

Darst, P. W., & Pangrazi, R. P. ( 1 98 1 ). Analysis of starting and stopping management activity for elementary physical education teachers. Arizona

journal of Health, Physical Education, Recreation, and Dance, 25( 1), 1 4- 1 7.

Hastad, D. N., & Pangrazi, R. P. ( 1 983).Summer alterations in youth fitness. The Physical Educator, 40(2), 8 1-87.

Hogan, P. ( 1 979). Young children and sports. The Arizona journal of Health, Physical Education, Recreation, and Dance, 23 ( 1) , 1 4-20.

Locke, L. F. ( 1 979). Supervision, schools

39

and student teaching: Why things stay the same. The Academy Papers, 13, 65-74.

Morgan, D. H. ( 1 988). Effects of teacher movement on teacher behavior of novice and experienced e/,emenlary physical edu­cation majors. Unpublished manu­script. Arizona State University, Tempe.

Morgan, D. H., & Pangrazi, R. P. ( 1 987,April). Lesson content, grade level, and variability in purposeful move­ment rates among experienced physi­cal education teachers [Abstract] . Abstracts qf Research qf the American Al­liance for Health, Physical Education, Recreation and Dance Convention, Las Vegas, NV.

Paese, P. C . ( 1 984). The effects of cooperating teacher intervention and a self-assessment technique on the verbal interactions of elementary stu­dent teachers. journal of Teaching in Physical Education, 3, 5 1 -58.

Paese, P. C. ( 1 985). Assessment of a teacher education program based on student intern performance. journal qf Teaching in Physical Education, 5 ( l ),52-58.

Pangrazi, R. P., & Dauer, V. P. ( 1 989). Lesson plans for dynamic physical educa­tion for e/,emenlary school children (9th ed.). New York: Macmillan.

Pangrazi, R. P. , & Petersen, G. W. ( 1 982). Student teacher guidelines for cooperating teachers. Unpublished manuscript.

Pangrazi, R. P., & Wilcox, R. ( 1 979).RRP-An effective approach to car­diovascular fitness for children. Arizona] ournal of Health, Physical Edu­cation, Recreation, and Dance, 22 (2), 1 5- 1 6.

Petray, C. K. ( 1 979). Implementing value discussions into the elementary physical education program. The Arizona journal of Health, Physical Edu­cation, Recreation, and Dance, 23 ( 1 ),9- 12.

Petray, C. K. , & Krahenbuh l , G. S.( 1985). Running training, instruction on running technique and running economy in 1 0-year-old males. Re­search Quarterly for Exercise & Sport, 56(3), 2 5 1 -255.

Raxter, L. M. ( 1 985). Promoting your physical education program. Arizona

journal of Health, Physical Education, Recreation, and Dance, 2 7 ( 1 ) , 1 1- 1 2 .

Schempp, P. G . ( 1 985). Becoming a bet­ter teacher: An analysis of the student teaching experience. journal of Teach­ing in Physical Education, 4 (3), 1 58- 1 66.

Vogel, P., & Seefeldt, V. ( 1 988). Program design in physical education: A guide to the development of exemplary programs. In­dianapolis: Benchmark.

BRING A COLLEAGUETO FORT WA YNE

Spring 1 992

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A REPRINTED ARTICLE

A Framework for Preservice Instructional Development

by G. Linda Rickard and Boni Boswel l

Assistant Professors, Department of Physical Education Mi nges Col lege

Greenvi l le, N C 2 7858

This article is printed with permission from the JOPERD (Journal of Physical Education, Recreation and Dance).

May-June 1 99 1, pp. 3 1-32, 75-76. JOPERD is a publication of the

American Alliance for Health, Physical Education, Recreation and Dance, 1 900 Association Drive, Reston, VA 2209 1 .

The fright and failure felt by novice teachers upon entry into the ' 'real world ' '

of schools will be reduced if their preparation has included carefully planned

steps such as those described in this developmental framework.

The framework presented here is designed to infl uence the actual teach­ing abi l ities of preservice teachers so that they experience satisfying levels of success in their student teaching, and later, in their fi rst teaching position . It is based on the prem i se that teach i ng

is appl ication and that preservice teachers must actively practice sound pedagogical behaviors related to man­agement and instruction.

The i mplementation of the frame­work is i ntended to begin with entry level courses i n the physical education major and to continue up to the begin­n i ng of student teach i ng. Whi le th i s article presents a framework for prep­aration specific to elementary physical education teachi ng, the appl ication of the framework is i ntended to extend to middle and h igh school levels of preparation.

This developmental framework con­sists of four basic steps for prepari ng preservice teachers: acquiring a know-

Spring 1 992

ledge base, integrating separate subject areas with i n the knowledge base of one's major, applyi ng previously i n­tegrated knowledge along with con­stantly acquired new knowledge, and reflecting and evaluati ng actual teach­ing experiences. These steps are not

solely i ntended for l i near use requir­i ng the completion of one step before another step begins. Rather, the order of the steps impl ies a bu i ld ing of knowledge and ski l l s with a particular emphasis identified at each step.

KNOWLEDGE BASE

The preservice teacher's general body of knowledge stems primari ly from the comprehensive undergrad u­ate col lege curricu lum. Courses from the physical sciences, social sciences, and h umanities contribute to th is general knowledge core. Yet, most would agree that the thrust of the preservice teacher's career knowledge

40

is acqu i red from curricu lum i n one's major field of study. The fi rst phase of the framework consists of identifyi ng a knowledge base that contributes to this major field of study. The i l l ustra­tion used here refers to the elementary level of schoo l i ng, thus, the authors

have selected the fol lowi ng compo­nents as the focus of the knowledge base. Readers should add the know­ledge of other subject areas as it applies to their worksite context.

One's knowledge base should i n­cl ude the fol lowi ng four components:

(1 ) The knowledge of content rooted in the various forms of games, gym­n asti cs, and dance (content knowledge).

(2) Subject matter knowledge of al l ied fields such as motor develop­ment and motor learn i ng.

(3) The knowledge of generic pedagogical ski l ls that are shared by effect ive teachers i n ge n e ra l (pedagogical knowledge).

Indiana AHPERD Journal

(4) Conceptual iz ing the develop­ment of year-long school curricula.

These four components provide essential content that contributes to the knowledge base of preservice teachers. Knowledge from these areas m ust be integrated with teaching opportunities to promote effective teach i ng in real school sett ings.

I NTEGRATION OF KNOWLEDGE

The second phase i ncl udes i nte­grati ng the knowledge base. I n this context, integration is defined as a carefu l ly planned process of connect­ing separate subject areas that are essential to the field of study. This con­necting process provides the learner with a more meani ngfu l understand­i ng. Roberton (1 988) uses the meta­phor of the weaver's loom to support the i ntegration of ideas, methods, and action systems of various subdisci­p l i nes by stati ng that "the result ing fabric of our joi nt knowledge wil l be a stronger, more vibrant, and heuristic approach to the study of motor behavior" (p. 1 38) . Although Roberton

Content of Games, Gymnas­tics, and Dance

• Basic motor ski l l s in eachcategory of activity

• Combi nation of s ki l l s forcomplexity and adaptabil ity

• Cogn itive, psychomotor, andaffective relationships in ski l ldevelopment

specifies the study of motor behavior, the same metaphor can apply to weav­i ng components pertain ing to prepara­tion of effective preservice teachers. The threads of individual areas can be woven together to create a strong foun­dation which serves as the basis for effective appl ication of knowledge i n field experiences. Often, the i ntegra­tion of subject matter i s overlooked. Course content is taught as if it were separate and d isconnected from other courses with i n the curricu lum. It i s unresolved as to what responsi bi l ity faculty share for relating course con­tent. Boyer and Rice ( 1 990) state in a recent Carnegie Foundation Report that college professors have lost the needed capacity for i ntegrating knowledge as a result of value placed on special iza­tion . Instead they have come to rely on the textbook as the common i ntegrator. Thus, students are expected to syn­thesize knowledge privately. When th is fai ls to occur, they are largely unprepared for the appl ication of that knowledge in school settings.

To i l l ustrate, three areas from the above knowledge base components

Content in Motor Development:

• I nter-tas k seq uencingof motor ski l ls

• I ntra-task sequ encingof m otor ski l ls

Figure 1 . Integrating Content of Games, Gymnastics, and Dance with Content in Motor Development

General Pedagogical Knowledge-

• Effective management

• Task presentation

• U se of feedback

Pedagogical Content Knowledge-

• Student practice s uccess andtask engagement

• U se of refi ning, extending,a n d a pplying tasks

• U se of congruent feed backand cueing

Figure 2. General Teaching Skills and Content Knowledge Needed by Preservice Elementary Teachers

Indiana AHPERD Journal 41

are selected for i ntegration: content of games, gymnastics, and dance; content i n motor development; and pedagogi­cal content. One starting poi nt may be the i ntegration of content from games, gymnastics, and dance with material from motor development (see Figure 1 ). Once new understanding from these content areas is acquired it m ust be i nterwoven with the content from the th i rd area of pedagogy.

B a s i c motor sk i l l s i n games ( locomotor and man ipulative ski l l s), gymnastics (body management: rol l ing, balancing, jumpi ng, and landing), and dance (creative movement, basic folk dance patterns) are studied relative to proper mechan ics and to i nter- and i ntra-task sequencing. Motor develop­ment l iterature states that most children manifest motor patterns in a predic­table sequence wh ich exempl ifies i nter-task sequenci ng. For example, most chi ldren demonstrate walking, run n ing, and gal loping prior to ski p­ping. Children are usually able to refine j um ping before refi n i ng hopping pat­terns. These developmental considera­tions form the basis of program plan­n i ng and i mplementation for schools. Games, gym nastics, and dance are presented as vehicles for promoting the development of functional motor ski l ls. As basic patterns develop, ski l ls are combi ned to provide ch i ldren with more complex experiences for enhanc­ing their psychomotor growth, cogn i­t ive u n d e rsta nd i n g, and soc i a l cooperation.

I ntra-task sequenci ng describes the order of motor changes with in a motor task as man ifested by the growing ch i ld. For example, the overarm throw is usual ly experienced in four develop­mental stages: casti ng, h ur l ing, the homolateral throw, and the cross­lateral th row (Wickstrom, 1 983) . S im i larly, such ski l l s as j um pi ng, catchi ng, kicking, and rol l i ng are studied relative to their characteristic stages of development. Interfaci ng this knowledge provides a more thorough understanding of motor changes and is key in observing motor patterns and providing appropriate feedback to learners.

Spring 1 992

Therefore, the various ski l l areas are presented to paral lel i nter- and i ntra­task sequenci ng. Once th is combi ned knowledge from activity content and motor development is acqu i red, stu­dents are better prepared to i ntegrate th is new knowledge with pedagogical content. As cited earl ier, pedagogical knowledge as defined by Shul man (1 987) refers to "those broad principles and strategies of classroom manage­ment and organization that appear to transcend subject matter" (p. 8) . Pedagogical content knowledge refers to the content and pedagogy unique to teachers i n the i r speci alty area: pedagogical content knowledge is the integration of content and pedagogy into the understanding of how various issues and problems are formulated and adapted in order to meet the diverse needs of the students (Lynn, French, and R ink, 1 990, p. 6).

Shulman ( 1 987) adds that content knowledge and general pedagogical knowledge (generic teach i ng know­ledge) are i mportant but not sufficient components of a teacher's knowledge base. Rather, i ntegration of the total knowledge base is needed to under­stand the process of successful teachi ng. Figure 2 presents a sample of the generic teaching ski l ls that appear important i n prepari ng preservice teachers for elementary teachi ng: management techniques, methods of task presentation, and feedback are

several of the generic behaviors essen­tial to a teacher's behavior repertoi re.

A deeper understanding of specific learner characteristics must also be exam i ned for preservice teachers to plan appropriate task sequences. The actual development of these abi l ities is explored with appl ication.

APP LICATION OF KNOWLEDGE

Phase th ree, the app l i cation of knowledge, provides actual teachi ng opportun ities for using the i ntegrated content knowledge. Appl ication may begi n with plann i ng lessons for peer teachi ng in the col lege classroom in each category of games, gymnastics, and dance for closed and open ski I ls .

Spring 1 992

Audio- and videotaping are critical for pu rposes of se l f-exam i nation of teaching sessions. A developmental analysis should be used for lesson plan­n i ng and execution. Rink ( 1 985) has proposed an analysis system that is widely used in undergraduate physical education preparation programs. She submits three cateogies for developing movement tasks: extending tasks that change environmental conditions that affect ski l ls, refin ing tasks that focus on improving the quality of the movement by stressing mechan ics, and applying tasks that chal lenge the learner with self-testi ng and com petitive ski l l requirements. The refin ing category is particularly useful in developi ng the qual ity of motor ski l l performance. The fol lowing example i l lustrates the three categories: a teacher may ask students to hand-dribble a ball around stationary and moving objects (extend i ng task); he or she may requ i re that on ly finger pads be used and that the hand action be a l ight, pushing force (refi n ing). Later in the progress ing the teacher may requ i re that students dribble around obstacles in a l i mited amount of time or dribble 50 times with the left and right hands (appl ication). This lesson analysis is used for understand­i ng the task focus.

Peer teachi ng provides experience in organ izing learners, accommodating varied abi l ity levels, developi ng con­tent, and providing individual feedback and cueing. However, it does not pro­vide for developing class management ski l l s nor does it substitute for teaching real ch i ldren. Since class management is a preva i l ing concern of preservice teachers, only those physical education special i sts who use effective manage­ment techn iques should be chosen as models. Poor teach ing models cou ld possibly exhi bit poor behaviors when impressionable preservice teachers are observing which ski l ls students can accompl ish in the gym.

Gradual ly moving from peer teach­i n g to school-based experiences requi res qual ity supervision by col lege and school teachers so that knowledge and teach ing ski l ls are successfu l ly appl ied. Presenting to a group of

42

ch i Iden i n their learn i ng envi ronment offers new chal lenges for perservice teachers. Early teaching experiences in school sett i ngs pr ior to student teaching can begin with smal l groups (3-5) of students and gradual ly i ncrease to include larger groups (one-half to a fu l l class) at different grade levels. These teaching episodes must be carefu l ly monitored by the teacher educator with the goal of successfu l learn i ng for both the students and the preservice teacher.

EVALUATION

The final phase of th is framework for instructional development stresses eval uation as a cycl ical process occur­ring d uring each of the previous three phases. Three categories of preservice teacher evaluation emerge: test for con­tent knowledge, test for i ntegrated knowledge, and test for the abi l ity to apply knowledge in schools.

Written and verbal feedback i ndi­cate the degree that content knowledge and i ntegrated knowledge have been mastered. Th is i nformation may come from common sources such as quizzes, exams, class assignments, and class discussions. Outcomes from these sources w i l l h i gh l i ght areas for reteaching and review. Evaluation occurs in each phase of the framework. U lti mately, the fi nal measure of teaching success stems from student responses to instructional moves.

Testi ng for the appl ication of knowledge duri ng field experiences i s acquired from several sources. A few of these are written and verbal teacher

·reflect ions after exam i n i ng each teaching episode; lesson plann i ng based on the reflective process; analysis of audio- and videotaped lessons; and the use of observational tools and written exams. The authors have found i n using th is framework that audio- and videotaping are i rre­placeable tools for refi n ing teacher behaviors. After preservice teachers analyze their teachi ng by completing self-evaluations, taped sessions can be used for review by course instructors, al lowi ng them to make written or

Indiana AHPERD Journal

•

__ ... . .... recorded remarks and return the tapes to the preservice teachers for feedback from the i nstructor-providing affi rma­tive and corrective comments for future lesson plan n ing and behavior adapta­tions-is critical for the preservice teacher. Another valuable source of feedback comes from simple observa­tional tools, used by the instructor and teachi ng peers as a source of data on specific teacher behaviors and as a method for i mproving observational ski l ls. Useful data about how class time is used, the predictabi l ity of the teacher's movement throughout the class, and other selected behaviors can be viewed specifical ly.

leisure pursuits. The i ntegration of selected content provides new know­ledge that must be gradual ly appl ied i n more complex teachi ng conditions. The testing of acqu i red knowledge is done continuously throughout the development process.

Foundation for the Advancement of Teach­ing.

Lynns, S., French, K., and Rink, J. ( 1 990) "The Relationship of Content Knowledge and Pedagogical Knowledge to Instructional Per­formance in Preservice Teachers, " unpublished paper.

Rink, J.E. (1 985) "Teaching Physical Education for Learning" St. Louis: Times Mirror/

Mosby.

Th i s developmental framework identifi es phases crit ica l to the knowledge and appl ication base for teachi ng elementary physical educa­tion . Its general iz ib i l ity can extend to i ncl ude subject areas other than motor development, such as physiology of exercise and adapted physical educa­tion . Activity content may also extend to di mensions of fitness and l ifetime

This framework is presented as a working model with the i ntention of encouraging the reader to select addi­tional appropriate content. It is an orderly process that al lows preservice teachers to practice teaching behaviors with ch i ld ren and to refine critical behaviors before the student teaching experience. The fright and fai lure felt by novice teachers upon entry into the "real world" of schools .wi l l be re­duced if their preparation has i n­cl uded careful ly planned steps such as those described i n th is developmental framework.

Roberton, M.A. (1 988) "The Weaver's Loom: A Developmental Metaphor," in J .E . Clark and J .H. Humphrey (eds.) Advances in

Motor Development Research, 2, pp. 1 29-1 42.

Shulman, L .S. (1 987) "Knowledge and Teach­ing: Foundations of the New Reform," Har­

vard Educational Review, 57(1 ), pp. 1 -22. Wickstrom, R.L. ( 1 983) Fundamental Motor Pat­

terns, Phi ladelphia: Lea & Febiger.

JOG, SWIM , and/or WALK

JUST FOR THEHEAL TH OF IT!

REFERENCES

Boyer, E., and Rice, E. ( 1 990) The New Ameri­

can Scholar, Princeton, NJ : The Carnegie

Referred Articles: Guidelines for Authors

The fol lowing information should be used when submitting a manuscript to the IAHPERD Journal. Many types of original manuscripts are suitable-theoretical, practical, technical, historical, phi losophical, creative, controversial.

Write for the Journal's readersh ip and be sure to spell out the impl ications of the article for the discipl ine. Use a simple, clear, and di rect writing style, avoiding the use of first person pronouns and repeated references to one's institution.

Phi losophical and historical backgrounds are not usually necessary un less these are the primary purposes of the manuscript. References are not compulsory, but writing ethics dictate that quoted material as well as historical sources be cited in bibliographical style.

When reporting research results, try to maintain non-technical language and to avoid complex tables which are not directly related to the text. Avoid extensive discussion of methodologies and statistical techniques unless they are clearly unique. Concentrate on theoretical framework, reasons for conducting the research, d iscussion, and appl ications to the field.

The IAHPERD accepts submitted materials for the Journal as "professional contributions" and no renumeration can be offered. Authors receive one compl imentary copy of the issue containing their article.

TECHNICAL SUGGESTIONS

Style. Material should be presented consistently throughout the manuscript. Preferred style is that of the American Psychological Association (APA) Publication Man ual.

in the published piece. Drop down a few spaces and type com­plete name, address and phone number of author with whom editor should correspond. Also, state number of words in manuscript (rounded to nearest hundred). Author name(s) should appear only on this page, since the editing process is conducted as "bl ind review."

The Text. Full title should appear again at top of page one. Dou­ble space, indent paragraphs, use one side of paper only. Use only white 81/ix1 1 " paper and dark typewriter ribbon. Margins on all sides should be at least one inch. Pages should be numbered con­secutively in the upper right hand corner and carry a running head (partial title) j ust below the page number. Long quotations should be single spaced and given extra indentation of five spaces to make them stand out. Al l copies should be " letter perfect"-free from inaccuracies in grammar, spel l i ng, and punctuation.

Photos. Photographs which complement a manuscript are en­couraged. Preferred photos are black and white glossy, 5x7". Photos wi l l not be returned.

Illustrations. Must be in black ink on white paper, camera-ready. Tables, Charts, Graphs. Use where appropriate; don't dupl icate

material in the narrative; be accurate. Bibliography. Keep to a minimum. List only if cited in the text

presentation.

SUBMISSION REQUIREMENTS

Copies. Four (4) copies must be submitted-one original and three photostatic copies (no carbon copies or dittoes are acceptable).

Length. Maximum preferred length is ten double-spaced pages. Smaller manuscripts wi l l be considered but wi l l receive lower pri­

ority for incl usion in the Journal.

Address. Materials for Journal review should be mailed to: Dr. Tom Sawyer, Editor Indiana AHPERD Journal

Cover Page. Type title of manuscript about three inches from top of page, followed by author name(s) as it/they should appear

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Tear me out . . . send me to the paper! Sample News Release

FOR I MM ED IA TE RELEASE: (DA TE), 1 992

(ORGAN IZATION) Representative Speaks On Need For More, BetterPhysical Education At (DATE) PTA Meeting (OR OTH ER MEETING)

Time to Stop Shortchanging Children, (HE/SHE) Says

(YOUR CITY, STATE)-(YOUR AMERICAN ALLIANCE AFFILIATE) representative, (FULL NAME OF SPEAKER), recommended at a (PTA OR OTHER MEETING) meeting today that parents and pol icy makers examine the physical education programs in local publ ic schools to ensure that children are receiving a complete education. The meeting was held (TIME, DATE, PLACE).

(LAST NAME) said children should have a complete education, of both mind and body. (HE/SHE) said while school curricula do well in mandating academic subjects, they all too often fail to require that children be physical ly educated as wel l .

According to (HIM/HER), physical education is often forgotten or overlooked, or not given adequate funding to be able to support quality programs on a daily basis.

(LAST NAME) said that (YOU R STATE'S) requirements for physical education were (BRIEFLY DESCRIBE STATE REQUIREMENTS H ERE). (THEN, BRIEFLY DESCRIBE YOUR LOCAL SCHOOL'S PROGRAMS, INDICATING WHETHER THEY FALL SHORT OF, MEET, OR EXCEED STATE REQUIREMENTS).

The lack of daily programs is having a pronounced effect on our chi ldren, ( H E/S H E) said. (LAST NAME) cited a number of recent studies that showed most chi ldren aren't physically fit or healthy.

In addition, (HE/SHE) i l lustrated how children are missing out on the other important benefits physical educa­tion has been proven to provide: better academic performance, more self-confidence and self-discipl ine, better judgment, and healthier lifestyles.

"We need to stop shortchanging our children," (LAST NAME) said. "They're m issing out on al l the physical, mental, psychological, and social benefits physical ed ucation can bring."

(HE/SHE) urged concerned parents to join with physical education teachers and work together to ensure that children are not deprived of the clear-cut benefits that daily physical education provides.

(LAST NAME) distributed a free brochure entitled, "It's Time to Stop Shortchanging Our Chi ldren" to attendees. Copies of this brochure are avai lable free by writing to (YOU R AMERICAN ALLIANCE AFFILIATE'S ADDRESS).

• • • • • • •

Contact: (YOUR NAME, ORGANIZATION, AND PHONE NUMBER)

Spring 1 992 44 Indiana AHPERD Journal

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The Ind iana Association for Health, Phys ical Education, Recreation and Dance is a vol untary professional organi­zation dedicated to i mprovi ng and pro­moting the qual ity of l i fe in I nd iana th rough school and commun ity pro­grams of health ed ucation, physical education, recreation, and dance.

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